Zine, Jasmin (2001). Negotiating Equity: The Dynamics of Minority Community Engagement in Constructing Inclusive Educational Policy. Cambridge Journal of Education, v31 n2 p239-69 Jun. Problematizes the politics of inclusion in education, examining how Toronto's (Canada) minority groups attempt to negotiate equity in response to the school board's release of a draft policy on anti-racism and ethno-cultural equity in education. Explores the dynamics of community engagement. Examines the politics behind the shifting discourse of anti-racism. (BT)…

Dalporto, Hannah; Lewy, Erika; Ratledge, Alyssa (2020). COVID-19 and Rural Higher Education: Rapid Innovation and Ideas for the Future. Issue Focus. MDRC The COVID-19 pandemic has caused seismic shifts for postsecondary education. For rural colleges, the pandemic exacerbated issues that have affected students and communities for decades. Education gaps between rural communities and their more urbanized counterparts are well documented. Rural communities have long been confronted with unique education challenges. Chief among them is the digital divide: Many rural areas lack adequate broadband internet infrastructure, which has become even more critical during the pandemic. In addition, many rural areas seeing the highest poverty rates and the lowest graduation rates are also dealing with interconnected issues of rural poverty and historical, systemic racism. The marginalization of Black and Indigenous people and other people of color in rural communities over many generations has created broad inequities, compounding a continued lack of investment in these communities. Little research in higher education has been conducted in rural… [PDF]

Adnan Yilmaz; Deniz Orta√ßtepe Hart; Necati S√∂nmez (2024). Promoting Social Justice through Dramatizing Children's Literature: Lessons from EFL Classrooms in Türkiye. TESOL Journal, v15 n4 e857. Social justice language education (SJLE) explores the ways in which language classrooms can be transformed to disrupt the existing oppressive policies and practices in schools and the society at large (Orta√ßtepe Hart & Martel, 2020; Orta√ßtepe Hart, 2023; Ortega, 2021). As an approach within SJLE, dramatizing children's literature can raise the awareness of learners of English as a foreign language (EFL) of social injustices across the world, help them voice their own experiences in the class, and contribute to their language development (Caldas, 2018; Garc√≠a-Mateus, 2021; Gualdron & Castillo, 2018; Koss & Daniel, 2018). Focusing on the intersections of drama, children's literature, and SJLE, this qualitative case study explored a) a preservice EFL teacher's trajectory as a social justice educator, and b) the affordances of dramatizing children's literature on developing young learners' English language skills and awareness of social justice issues. Three picture… [Direct]

Koshino, Kako (2019). Tempted by Whiteness?: Linguistic Capital and Higher Education in Japan. Educational Foundations, v32 n1-4 p49-71. This study uses the lens of Critical Whiteness Studies to examine how students and faculty at a Japanese university viewed 'global education' and 'internationalization'–two concepts that have been ardently promoted and pursued in Japan. This investigation and analysis focus on the critical juncture of the modern Japanese higher education system and Whiteness. It sheds light on the under-addressed issue of the racial power dynamics that affect one's perception towards race and race relations and, the impact of Whiteness on Japanese students' self-esteem and identity. By selecting and adopting privileged standpoints, higher education in Japan has reinforced "the White vistas that centuries of racism have carved in our society" (Ross, 2002, p. 255). The findings of this study suggest that views and attitudes toward English education are influenced by Japan's Westernization movement during the Meiji era (i.e., the second half of the 19th century) that privileged and pursued… [PDF]

Gibbs Grey, ThedaMarie; Guti√©rrez, Lorena; Jones Stanbrough, Raven; Roberts, Tuesda S. (2021). Trailblazers, Reciprocity, and Doctoral Education: The Pursuit of Critical Race Praxis and Survivance among Doctoral Students of Color. Journal of Higher Education, v92 n2 p227-251. This study utilized a mixed-methods, survey research design to explore the experiences and motivations of Students of Color who pursue doctoral studies in colleges or departments of education and the agential decisions they make to carry out their motivations. Data collection included dissemination of a 61-item survey via Qualtrics inclusive of Likert-based and narrative items. Participants included 40 respondents who were either doctoral students, candidates, postdoctoral scholars or early career scholars within two years of obtaining their doctoral degrees. Critical Race Theory and Vizenor's concept of survivance frame an understanding of how race and racism impacted the lives of doctoral Students of Color and how they enacted an active presence in their doctoral studies in spite of obstacles. Findings based on participants' narratives revealed (a) high levels of interest in addressing educational inequities and the collective advancement of Communities of Color, and (b) recurring… [Direct]

Mason, Ann Mogush (2017). Storying a Social Drama: How Discourse and Practice Prevent Transformation through Culturally Relevant Pedagogy. Multicultural Perspectives, v19 n1 p26-34. In a sociohistorical moment during which racism has become more widely accepted as a social fact, U.S. scholars and practitioners of education continue to struggle with how schooling might participate in its eradication. In suburban, elite, Midwestern Pioneer City Public Schools, a series of initiatives I refer to as "the transformation" aimed to eliminate racial predictability in standardized test scores through efforts (a) to redistribute children from a racially and economically isolated elementary school across the district's four elementary schools, and (b) to train all district staff in a particular brand of culturally relevant pedagogy. In this article, I argue that Pioneer City School District was unable to address the transformative goals of culturally relevant pedagogy–in part because of irresolvable tensions between an explicitly anti-racist theory and the authoritative discourses suggesting that racism is a thing of the past…. [Direct]

(2021). On Campus Police Forces. American Association of University Professors In the wake of the murders of George Floyd, Breonna Taylor, and countless other Black people and other individuals by police, large-scale protests calling for an end to systemic racism and for the defunding of police departments, and police violence and brutality in response to those protests, the American Association of University Professors (AAUP) publishes this report concerning the role of campus police forces. The intended purpose of the report is threefold: (1) to provide an historical overview of the development of campus police forces that contextualizes their relatively recent existence in US higher education and their alarming rates of expansion and militarization, with particular attention to their role in perpetuating systemic racism and inequities; (2) to demonstrate the clear tensions between the AAUP's core values and the existence and function of campus police forces; and (3) to urge AAUP chapters to address campus policing issues and provide guidance to help chapter… [PDF]

Fiorentino, Matthew C. (2019). Considering Antiracism in Student Teacher Placement. Journal of Music Teacher Education, v28 n3 p58-71 Jun. Student teaching represents the culmination of a preservice music educator's preparation. In student teaching, notions of the transformative potential of music education may be reinforced or subverted. The placement of student teachers, an underresearched process in music teacher education, may be a space where teacher educators can work toward racial justice. In this article, I explore critical antiracist theory in music teacher education in two fictionalized vignettes. I apply an antiracist lens to the process of student teacher placement to suggest ways to interrogate problematic policies and practices. Avenues for antiracist praxis include (a) naming the racialized nature of an institution's professional network, (b) mapping the racial landscapes of prospective placements, (c) addressing issues of representation in student teacher placement, and (d) becoming race-power conscious. Through this article, I illustrate how antiracist theory might guide music teacher education toward… [Direct]

Tenaya Mildred Ransom (2022). Educate Me Right: College Students Who Were Formal Incarcerated, Demystifying Academic Spaces. ProQuest LLC, Ed.D. Dissertation, Mills College. This dissertation addresses the unequal incarceration of African-Americans and Mexican Americans in the United States. It examines the historical foundations of the construction of race to create criminality toward African-Americans. The legacy of the prison industrial complex perpetuating and prolonging further criminalization to enslave people of African descent in the U.S. today. Through this lens, the study examines how college students of color, who were formerly incarcerated, can be resilient to achieve their college degrees. The research reveals through laws, customs, and policies enacted in America that the U.S. Justice System has played a significant role in disparities of injustice towards people of African descent. Information obtained by interviews of the participants and scholarly material demonstrates a duality of justice and unresolved inequalities after many decades of pseudo-achievements granted to people of color. The information gathered displays a synopsis of the… [Direct]

Bacon, Marco; Pilote, Annie; Ratel, Jean-Luc (2021). From Taking Ownership to Decolonization: Looking Back over Five Decades of Indigenous Post-Secondary Education in Quebec = De la prise en charge a la decolonisation: Un regard retrospectif sur cinq decennies d'education postsecondaire autochtone au Quebec. Canadian Journal of Higher Education, v51 n3 p67-81. In the early days soon after the release of the landmark policy paper "Indian Control of Indian Education" (1972), postsecondary studies among Indigenous people in Quebec were still new and relatively unknown. Against a backdrop of Indigenous communities starting to take ownership of their own services, the demand for postsecondary Indigenous graduates began to increase significantly, resulting in the development of tailored programs and services: the Amerindianization program led by UQAC in 1971 and the founding of Manitou College in 1973, for example, stand out as two major milestones. The distinctive linguistic reality of Quebec moreover soon became apparent, adding to the initial bilingual dimension (moving from an Indigenous language to an non-Indigenous one) the duality of a francophone and anglophone education system rooted in colonial history. Drawing on a review of literature on postsecondary Indigenous education in Quebec from 1972 to 2021, our analysis in the… [PDF]

Fox, Brandi; Paradies, Yin (2020). Youth Sport and Community Segregation: A Study of Kids' Participation in Australian Rules Football and Soccer Clubs in an Australian Community. Race, Ethnicity and Education, v23 n5 p732-746. This research addresses the appeal for more empirical-based research on exclusionary practices in local community sport that often go unchallenged within dominant discourses. By examining how organised community sport clubs can uphold systemic segregation of various ethnic, racial, linguistic, religious and socioeconomic groups, this study also draws attention to the importance of research on race, ethnicity, and education in primary school age children; a population group often ignored in both racism studies and studies of sport. Using interview and focus group data from school principals and students (aged 9-12), including students from refugee and asylum seeker migrant backgrounds, collected over 3 years from two schools in the same multicultural community in Melbourne, Australia, this paper challenges the depiction of sport as an uncontested inclusive space in national and educational discourse, and instead demonstrates the continued existence of exclusion through systemically… [Direct]

Oamek, Kimberly (2019). "Why Am I White?": Race Consciousness and Racial Identity Development in Teacher Preparation. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Toronto, Canada, Apr 5-9, 2019). Teacher educators have sought to understand the challenges associated with teaching predominantly White teacher candidates about race, racism, power, and privilege and preparing them to teach and act for racial and social justice. In this article, I build on this work by exploring (1) how White teacher candidates express race-consciousness upon completion of a social justice-oriented teacher preparation program; and (2) what White teacher candidates' expressions of race-consciousness indicate about the role of White racial identity development in social justice-oriented teacher education. Findings show that White teacher candidates express varying degrees of race-consciousness that have important implications for teacher education and teacher induction. I argue that race-consciousness and White racial identity development needs to be carefully mediated by teacher educators throughout the preparation program and that future research needs to examine how teacher education can… [Direct]

Jeffery Jackson (2022). Pathways to Success for African American Students at Predominately White Institutions: A Qualitative Study Exploring Academic Readiness. ProQuest LLC, Ph.D. Dissertation, Western Michigan University. African American students' completion of post-secondary education is among the lowest of any other subgroup in higher education (Banks & Dohy, 2019; Broom, 2018; CarterFrancique et al., 2015; Cokley et al., 2016; Dulabaum, 2016; Karkouti, 2016; Moragne-Patterson & Barnett, 2017; Strayhorn, 2017). This study focuses on addressing this problem by exploring the academic and social experiences of African American college students who persisted at a regional predominantly White institution (PWI) in the Midwest and secure information that can be used to improve their graduation rates. To address this issue, this study is designed to explore initiatives and practices that encourage the successful matriculation and graduation of African American students from PWIs (Gross & Berry, 2016). This study utilized individual interviews in a qualitative inquiry to capture the lived experiences and deeper understandings of eight African American students who persisted through to their… [Direct]

Baxa, Malaika; D'Costa, Stephanie; Leverett, Patrice (2022). The Impact of Student-Teacher Relationships on Black Middle School Boys. School Mental Health, v14 n2 p254-265 Jun. Research has consistently shown that Black boys experience opportunity gaps in the American public education system. Beyond disproportionate outcomes in academics and behavioral outcomes, Black boys have less access to mental health support and may experience heightened symptoms due to systemic inequities. Despite many hypotheses, few explanations account for the lived experiences of Black boys. Research indicates that positive student-teacher relationships may increase academic, mental health, and behavioral outcomes for diverse learners. An exploration of the teacher-student relationship that centers the voices of Black males is needed to understand how to best develop a school culture that promotes the well-being of all students. This paper explores Black middle school male students' perceptions of the student-teacher relationship. Participants included 12 Black boys in a public middle school in two urban districts in the Midwest. Students identified the need to be recognized as… [Direct]

Jones, Adam C.; Krupitzer, Kelsie; McCrory, Gary; Watts, Kiarra (2020). Using College Football as an Analogy in Teaching College Diversity Courses. Multicultural Learning and Teaching, v15 n2 Article 20180008 Sep. Diversity can be a difficult subject to teach in higher education, especially in settings where exposure to diverse cultures can be limited The use of analogies or metaphor can be particularly useful to provide students with opportunities to think critically about new topics while relating the material to familiar subjects. In this article, we propose the use of an analogy of college football as a way to better integrate diversity topics into college classrooms. The broad appeal of college football on college campuses lends itself as a great platform to discuss otherwise challenging topics such as privilege, racism, sexism, sexuality, and power in the United States. The use of analogies can create a non-confrontational and less defensive environment in college classrooms. We outline the potential use of this analogy with a fictional case study in a university setting. Potential benefits and limitations of the approach are discussed…. [Direct]

Ali, Noor (2022). Muscrit: Towards Carving a Niche in Critical Race Theory for the Muslim Educational Experience. International Journal of Research & Method in Education, v45 n4 p343-355. Critical Race Theory (CRT) has provided academia a theoretical framework to engage in a conversation and explore the lived experiences of people as they are impacted by the endemic nature of racism. The creation of subsets within CRT have made space for minoritized populations in ways that are specific to them. The author proposes the creation of MusCrit as a means to explore the experiences of Muslim Americans with a CRT lens by sharing six tenets that are unique to the lived reality of this demographic…. [Direct]

Ladson-Billings, Gloria (2021). Critical Race Theory in Education: A Scholar's Journey. Multicultural Education Series. Teachers College Press This important volume brings together key writings from one of the most influential education scholars of our time. In this collection of her seminal essays on critical race theory (CRT), Gloria Ladson-Billings seeks to clear up some of the confusion and misconceptions that education researchers have around race and inequality. Beginning with her groundbreaking work with William Tate in the mid-1990s up to the present day, this book discloses both a personal and intellectual history of CRT in education. The essays are divided into three areas: Critical Race Theory, Issues of Inequality, and Epistemology and Methodologies. Ladson-Billings ends with a postscript that looks back at her journey and considers what is on the horizon for other scholars of education. Having these widely cited essays in one volume will be invaluable to everyone interested in understanding how inequality operates in our society and how race affects educational outcomes. Featured essays include: (1) Toward a… [Direct]

Kimberly Nava Eggett (2023). An Instructional Technology Facilitator's Role in Culturally Responsive Pedagogy Using a Critical Race Theory Lens. Issues and Trends in Learning Technologies, v11 n1 p3-28. The author of this article utilized a Critical Race Theory (CRT) framework to evaluate the effectiveness of instructional technology and STEM opportunities for girls and students of color in their role as a K-5 Instructional Technology Facilitator (ITF). By defining Critical Race Theory, the role of the ITF can be leveraged to provide equitable and inclusive opportunities to learning environments. Rather than a focus on the technology tools themselves, this article offers an opportunity to explore the implicit biases that exist within each educator and leader to shift pedagogical practice to ensure that instructional technology and STEM is accessible to every student, especially those that have been historically marginalized. This article also offers an opportunity to shift thinking from technology being "inherently good," to considering who benefits from technology, and why. An ITF's perspective has the power to create a more inclusive practice for the classrooms they… [PDF]

DeVaney, Thomas A.; Gordon, Christopher; Hatcher, John W., III; Parker, Jerry L.; Williams, Troy (2022). Perceptions of Critical Race Theory as a Tool for Understanding the African American Male Educational Experience. Research Issues in Contemporary Education, v7 n2 p128-146. This study explored the perspective of eight education stakeholders on Critical Race Theory (CRT) and the educational attainment opportunities for African American males in the current system of education in the United States of America. A qualitative research approach was employed using a semi-structured interview protocol. The data gathered from this study revealed that there was a general consensus among participants at an African American Male Empowerment Summit around the favorability and usefulness of Critical Race Theory in understanding the current state of African American males in education…. [PDF]

Camaron Mikio Miyamoto (2024). Daring to Lead with Humility: Merging Connective Leadership Theory and Critical Race Theory for Social Justice Advocacy in Higher Education. ProQuest LLC, Ed.D. Dissertation, Antioch University. This study addresses university leadership and the need to affirm diversity, equity, and inclusion in order to institute organizational change for social justice. My key research question is, "What are effective ways for leaders to advance diversity, equity, and inclusion with the goal of achieving social justice?" There is much research in the areas of racial equity, Critical Race Theory, and Culturally Sustaining Pedagogies, but the connection to leadership development models is new terrain. This study will add a Connective Leadership Theory framework to the lens of Critical Race Theory to analyze the potential of university leaders to enhance organizational change for diversity, equity, and inclusion metrics. The study will be explanatory mixed methods research including both Likert Scale surveys and follow-up interviews. The implication of this research is to create a template for university administrators and employees on how to use diversity, equity, and inclusion… [Direct]

Castek, Jill; Harris, Kathy; Jacobs, Gloria E.; Vanek, Jen (2022). Examining the Perspectives of Adult Working Learners and Key Stakeholders Using Critical Race Theory. Higher Education, Skills and Work-based Learning, v12 n6 p1108-1121. Purpose: This article reports on a critical race theory (CRT) analysis of the perspectives of providers of employer-supported educational opportunities and adult learners, who identified as Black, indigenous or as a person of color, and were employed in service industries. Design/methodology/approach: A review of the literature was used to shape an initial interview protocol. Data were collected from working learners in retail, hospitality, restaurants and healthcare industries. An "a priori" coding scheme that drew from CRT was applied to transcripts during analysis. Findings: Analysis revealed that working learners' skills, experiential knowledge, learning mindset, language flexibility and knowledge gained from previous learning experiences were not consistently acknowledged by employers. CRT analysis illustrated that endemic racism exists within educational opportunities and in workplace learning. Originality/value: CRT has not been widely used to examine adult education… [Direct]

Heather F. Ball (2024). Using Critical Race Theory to Inform a Multi-Session Information Literacy Workshop Series for First-Year Students of Color. ProQuest LLC, Ph.D. Dissertation, State University of New York at Buffalo. This study sought to understand individualized information literacy instruction for first-year students of color in higher education, and the impact of that instruction on student performance and confidence levels. The study was conducted at a four-year doctoral granting higher education institution and was designed as a QUAL+quan convergent mixed-methods study. It utilized critical race theory (CRT) as its theoretical framework, a participatory action research (PAR) approach for its design, and critical pedagogical practices to tailor the instructional content and delivery. The instruction was designed as a multi-session information literacy workshop series delivered outside of the traditional classroom and was comprised of six one-hour sessions: an initial focus group, four information literacy sessions focusing on specific aspects of the research process, and semi-structured interviews. Data collected through discussions, open-ended activities with rubrics, and pre- and… [Direct]

Hess, Frederick M. (2021). Media's Misleading Portrayal of the Fight over Critical Race Theory. American Enterprise Institute This report examines how media covered the critical race theory (CRT) debate in schooling through an analysis of all news articles published between September 2020 and August 2021 by four major newspapers (the New York Times, Washington Post, Wall Street Journal, and USA Today) and three major education press outlets (Education Week, the 74, and Chalkbeat). This report focuses on four relatively discrete questions: (1) How often were concerns about CRT's intellectual foundations, such as its skepticism of rationality and objectivity, mentioned?; (2) How often were controversial CRT-aligned instructional practices mentioned?; (3) How often did stories about laws passed to limit CRT (frequently referenced as "CRT bans") actually quote the language of the laws in question?; and (4) What was mentioned in news coverage of CRT?… [PDF]

David Maree; Tsholofelo Angela Thomas (2024). A Coat of Many Colours: A Critical Race Theory Analysis of Language Uses at Two South African Higher Education Institutions. Journal of Language, Identity, and Education, v23 n1 p96-110. Many African higher education entrants have an African language as a first language, whereas English and Afrikaans are default media of instruction in South African higher education institutions (HEIs). This precludes equivalent chances of academic success for students. Linguistic diversity in HEIs might also influence students' experiences in these institutions. This paper explores the perspectives of undergraduate students at a historically Black higher education institution (HBHEI) and a historically White higher education institution (HWHEI), regarding language use at these institutions and their accompanying experiences. We conducted focus group discussions (FGDs) with 31 students and analysed the data using thematic analysis. We adopted a critical race theory lens to interpret participants' perspectives. We found enduring marginalisation of African languages, as informed by structural dynamics, and its detrimental effects on students' academic prospects and experiences,… [Direct]

Lin, Judith C. P. (2023). Exposing the Chameleon-Like Nature of Racism: A Multidisciplinary Look at Critical Race Theory in Higher Education. Higher Education: The International Journal of Higher Education Research, v85 n5 p1085-1100 May. In higher education institutions, critical race theory (CRT) is known to be associated with fields that study racial disparities or systemic oppression such as law, education, and ethnic studies. The impression that CRT is unrelated to fields like business or computer science may have led scholars and practitioners from these disciplines to put their focus on elsewhere than on racial inequality and its implication in their research and practice, despite apparent need. To counter such fallacy, this review article–focusing primarily on the US context–discusses CRT literature in fields where its presence is less known which are nevertheless among the major domains of higher education institutions: health sciences, computer science and information technology, sports, business, and religion. By discussing example research of how scholars have utilized CRT in different fields to challenge the race-neutral thinking that often obscures structural racism, this paper exposes racism's ability… [Direct]

Kim, Sarang (2022). A Transnational Application of Critical Race Theory: Schooling Experiences of Multicultural Students in South Korea. Multicultural Education Review, v14 n3 p194-208. Utilizing Critical Race Theory (CRT), this study conducted a systemic review of scholarship on the schooling experiences of racial/ethnic minority students called multicultural students in South Korea. For the current analysis, CRT helped illuminate racism and other intersecting forms of structural issues that shape multicultural students' experiences, which tend to be obfuscated in the dominant multicultural education discourse in Korea. In doing so, this study helped acknowledge the structural embeddedness of multicultural students' experiences with discrimination and stigma and race/ethnicity as a marginalizing factor in the Korean education system. In addition to providing local implications, the current study seeks to expand the transnational application of CRT in education by examining racial injustice in Korean society that has received little attention in the CRT scholarship…. [Direct]

Fusco, Caroline; Gauthier, Viviane Soa; Joseph, Janelle (2021). Lessons from Critical Race Theory: Outdoor Experiential Education and Whiteness in Kinesiology. Journal of Experiential Education, v44 n4 p409-425 Dec. Background: Outdoor experiential education (OEE) is often presented as a neutral and equitable curricular practice with positive learning outcomes. However, few studies have examined the experiences of racialized and queer White settler students or the representation of Whiteness in OEE curricular documents. Purpose: This article explores Whiteness, racialization, and Indigenous erasure in OEE as an undergraduate curricular practice at a Kinesiology program in a Canadian university. Methodology/Approach: Using critical race theory, a critical discourse analysis of six types of documents used to advertise and organize the outdoor experiential courses was combined with five semi-structured interviews with undergraduate students. Findings/Conclusions: This study demonstrates that students must negotiate Whiteness and settler colonialism to participate in OEE. Three main findings include the following: (a) The imagined student is wealthy and White, (b) students both assimilate to and… [Direct]

Erickson, Karl; Kochanek, Jill (2020). Interrogating Positive Youth Development through Sport Using Critical Race Theory. Quest, v72 n2 p224-240. Sport has the potential to serve as a context in which youth can develop as players and people. Positive youth development (PYD) through sport is a prevalent strength-based approach that aims to promote life skills acquisition in youth participants. The purpose of this article is to demonstrate the utility of critically interrogating PYD through sport using critical race theory (CRT). Select key tenets of CRT serve as analytical tools that can highlight potentially problematic assumptions that underline current approaches to PYD through sport. Interrogation of PYD through sport using CRT exposes its limitations in theory, research, and practice. This race-centered perspective can help to "reimagine" sport coaching for positive development from a more socially responsible, critical praxis…. [Direct]

Amiot, Michelle N.; Mayer-Glenn, Jennifer; Parker, Laurence (2020). Applied Critical Race Theory: Educational Leadership Actions for Student Equity. Race, Ethnicity and Education, v23 n2 p200-220. Critical race theory (CRT) in education has been used to expose and analyze racism in K-12 schooling and higher education. However, the theory has been underutilized as an inventory lens applied to school leadership practice. Our paper takes on this inquiry by highlighting the work done by an administrative leadership team at a majority racially diverse middle school in the Mountain western region of the U.S. Through an examination of the practice of racism as whiteness as property through teacher expectations, classroom instruction and teacher-student and parent interactions and by implementing changes in areas of student discipline, and color-blind teacher perceptions, the leadership team developed racial equity pathways which served as an important implementation of CRT leadership…. [Direct]

Albritton, Travis; Jenkins, Melissa; Lippold, Melissa; Taylor, Evi; Zuckerman, Ronni (2022). Challenging Anti-Black Racism in HBSE: Using Critical Race Theory to Interrogate Traditional Developmental Paradigms. Journal of Teaching in Social Work, v42 n2-3 p190-206. How do we challenge anti-Black racism within the social work curriculum? As a requirement of all BSW and MSW programs, Human Behavior and the Social Environment (HBSE) coursework provides students with foundational knowledge about human development that is essential to theory-driven social work practice. Traditionally, conceptions of human development center the experiences of white, heterosexual, cis-gender young people and label other identities as "divergent" or "diverse," thereby devaluing the lived experiences of marginalized populations and reducing disparities to a misjudged application of "equal opportunity." Centering the tenets of critical race theory (CRT) within HBSE course curricula enables us to examine the impact of race and racism upon human development and to challenge anti-Black racism. This article will expand commonly used frameworks (e.g., ecological systems theory, life course theory) to consider how CRT helps us understand the… [Direct]

de Saxe, Jennifer Gale (2022). Unsettling the "White University"–Undermining Color-Blindness through Critical Race Theory and Testimonio. Journal for Critical Education Policy Studies, v19 n3 p196-223 Dec 2021-Jan. This article interconnects critical theories of race that not only help to conceptualize and make sense of a color-blind ideology, but also aim to unsettle the philosophies and practices that uphold and maintain it within the university setting. In particular, I unpack three philosophical tenets of white supremacy that work in tandem to uphold color-blindness: an epistemology of ignorance, hegemonic whiteness, and neoliberal racism. Once analyzed, I discuss how color-blindness is intimately connected to both overt and covert acts of racial microaggressions on university campuses. As a way to resist and undermine both color-blindness and racial microaggression in academia, I draw on critical race theory and testimonio, as they engage with personal narratives, looking introspectively, talking about lived experiences, and validating individual knowledges. Within this context, testimonio has the potential to provides a liberatory and praxis-inspired framework that focuses specifically on… [PDF]

Ginsberg, Alice E. (2022). Critical Evaluation Capital (CEC): A New Tool for Applying Critical Race Theory to the Evaluand. American Journal of Evaluation, v43 n4 p468-483 Dec. This article presents a new tool called Critical Evaluation Capital (CEC) designed to address issues of equity and social justice in program evaluation. CEC is grounded in the tenants of critical race theory and inspired by Yosso's work on community cultural wealth which raises critical issues of positionality and access. CEC is a system for identifying, quantifying, and disrupting the impact of different kinds of power and privilege (named here as capital) that influence the evaluation process and may distort its findings and/or alter its impact. CEC is not meant to be an entirely new evaluation framework or approach, but rather it is designed to be used as a "tool" "in conjunction" with other contemporary evaluation methodologies, specifically those that reposition the role of the evaluator from an "objective" outsider to an engaged stakeholder. I introduce and describe herein seven foundational categories of CEC, including "framing capital,"… [Direct]

Anyon, Yolanda; Samimi, Ceema; Trujillo, Miguel; Wiley, Kathryn (2023). Sent out or Sent Home: Understanding Racial Disparities across Suspension Types from Critical Race Theory and Quantcrit Perspectives. Race, Ethnicity and Education, v26 n5 p565-584. Although in-school suspensions may be viewed as less severe than out-of-school suspensions, both discipline consequences limit students' access to learning opportunities and are negatively associated with a range of educational outcomes. Moreover, if sending students out of class perpetuates the same racial disparities as sending them home, this practice does not realize the equity goals of discipline reforms over the last decade. Our study draws on Critical Race Theory and QuantCrit to understand racial discipline gaps across in-school and out-of-school suspensions using data from students and schools in one large district. Results of multilevel regression models indicate similar racial disparities in both suspension types, suggesting neither approach is equitable. These findings illustrate the limits of race-neutral policies in mitigating exclusionary discipline gaps. Addressing the thorny issues that contribute to racial disparities will likely require greater resources for high… [Direct]

Elizabeth P. Hubbs (2023). Boldly Becoming Antiracist: A Transformative Journey of Fear, Learning, and Growth. ProQuest LLC, Ed.D. Dissertation, University of Georgia. The research team in a small undergraduate social work education program explored the implementation of antiracist best practices for pedagogy and practice, utilizing transformational learning and critical race theories to guide and inform this action research study. The research team sought to explore the impact on the faculty, students, and program's implicit and explicit curriculum by utilizing transformational learning and critical race theories to guide the change through research and theory-informed interventions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…… [Direct]

Cantu, Cynthia Villarreal (2023). Critical Content Analysis of Language in Literacy: Identifying Discourse and Translanguaging in "Esperanza Rising". Journal of Latinos and Education, v22 n5 p2138-2150. This critical content analysis was conducted utilizing the children's book "Esperanza Rising." As I read the literature, I documented how children's literature can incorporate discourse analysis into multicultural teaching practices that embrace translanguaging and bilingualism. Through this qualitative study, I demonstrated the need for a curriculum that embraces a culturally sustaining pedagogy (CSP). After analyzing the book "Esperanza Rising," I realized that the power of literacy and language could help students form connections to their self-identity and power. Educators, administrators, and the community can reconstruct the literacy curriculum through critical race theory and Latina/Latino critical race theory (LatCrit). The inclusion of multiliteracies can promote appreciation for cultural differences…. [Direct]

Brandon Johnson; Neil Best (2024). "They Can't Control the Students": A Qualitative Inquiry Regarding the Perceptions of Student Involvement for Black Men at Predominantly White Institutions in the Midwest. Journal of Campus Activities Practice and Scholarship, v6 n2 p19-32. This qualitative phenomenological study aimed to explore Black men's lived experiences at predominantly White institutions (PWIs) through a student involvement lens. This study used critical race theory to determine if the experiences of Black men align with the desired outcomes of involvement theory. Racism is acknowledged by critical race theory as maintaining racial inequality. Involvement theory explains how students develop by being involved on campus. The current study explored the experiences and narratives of seven self-identified Black men and their perceptions of involvement at PWIs in the Midwest. Findings are classified according to three themes: impact and motivation, navigating the campus community, and a lack of support from campus administrators and peers. This study concludes with a discussion of implications for future research and practice, including student leader and advisor training to support Black men, constitutional audits, increased strategic planning, and… [PDF]

Hunt, Andrea N.; Rhodes, Tammy D. (2021). Expanding the Life-Span, Life-Space Approach Using Critical Race Theory and Intersectionality. Journal of College Access, v6 n3 Article 8 p98-110 Oct. Super's (1980, 1996) life-span, life-space approach of career development has had a major influence on the field of career counseling by shifting the focus beyond a 'singular point of entry' into to careers to one multiple transition points and trajectories. While Super's body of theoretical and empirical contributions to the field of career development are vast, the theory does not adequately address the experiences of Black youth. This article focuses on both theory and praxis by discussing the life-span, life-space approach in the context of career development of Black youth. We describe how critical race theory and intersectionality can be used as key organizing principles in an expanded framework along with Super's life-span, life-space approach to guide practices in college and career counseling. We end with a discussion of the implications for practice…. [PDF]

Walton, Sean (2020). Why the Critical Race Theory Concept of 'White Supremacy' Should Not Be Dismissed by Neo-Marxists: Lessons from Contemporary Black Radicalism. Power and Education, v12 n1 p78-94 Mar. Since entering the field of education studies, critical race theory has had an uneasy relationship with Marxism. One particular point of disagreement between Marxists and critical race theory scholars centres on the critical race theory concept of 'White supremacy'. Some Marxist scholars suggest that, because of its reliance on 'White supremacy', critical race theory is unable to explain the prevalence of racism in Western, capitalist societies. These Marxists also argue that 'White supremacy' as understood within CRT is actively damaging to radical, emancipatory movements because the concept misrepresents the position of the White working class as the beneficiaries of racism, and in doing so, it alienates White workers from their Black counterparts. Some neo-Marxist thinkers have sought to replace the concept of 'White supremacy' with 'racialisation', a concept which is grounded in capitalist modes of production and has a historical, political and economic basis. Drawing on… [Direct]

MaryBeth B. Yerdon (2023). Toward Critical Simulations (CritSIMs): At the Intersection of Clinical Simulations for Teacher Education and Critical Race Theory. ProQuest LLC, Ph.D. Dissertation, Syracuse University. This dissertation responds to what Sarah Kavanagh and Katie Danielson (2020) call a "raging fire of debate about the relationship between justice and practice" in the scholarship around teacher education. Expanding upon the research focusing on clinical simulations for teacher education as well as the critiques of Practice-Based Teacher Education (PBTE), and the emergence of Critical Practice Teacher Education (CPTE), the dissertation offers Critical Simulations (CritSIMs) as a tool to leverage matters of identity and experience toward antiracist goals in teacher education. To these ends, ten teacher candidates (TCs) were studied as they navigated and reflected on six simulations, four existing simulations (Dotger, 2013) adapted using the CritSIM approach and two original CritSIMs (Rabb CritSIM and Joy CritSIM). This study found that the CritSIM approach afforded TCs the opportunity to identify the critical issues and layers of complexity that frame problems of practice,… [Direct]

Daiki Hiramori; Elizabeth Litzler; Emily Knaphus-Soran; James Lamar Foster (2024). Critically Quantitative: Measuring Community Cultural Wealth on Surveys. Race, Ethnicity and Education, v27 n6 p816-834. This study explores the quantitative measurement of Community Cultural Wealth (CCW), an asset-based approach to understanding the experiences of students from systemically marginalized racial/ethnic groups. Grounded in critical race theory, CCW focuses on forms of capital utilized by marginalized populations that are often unrecognized/undervalued by traditional social science research. Most previous studies on CCW have relied on qualitative methods; we argue that quantitative critical race theory, or 'QuantCrit', can complement those studies by statistically specifying assets possessed by students from marginalized populations as a step toward reimagining institutions that elevate their importance. This paper aims to develop a CCW scale to quantitatively explore the concept, while acknowledging the overlaps among and the dynamic nature of the forms of capital emphasized in conceptualization. Findings from exploratory factor analysis are largely consistent with the original CCW… [Direct]

Amy Dundon; Elisabeth Stoddard; Geoff Pfeifer; Nestor Noyola (2024). The Limits of White Privilege Pedagogy: A Reflective Essay on Using Privilege Walks in the College Classroom. Journal of the Scholarship of Teaching and Learning, v24 n1 p76-100. The privilege walk is a pedagogical tool used to teach students about often-ignored aspects of privilege. Despite their popularity, privilege walks are under-examined in the scholarship of teaching and learning. This leaves open questions about the efficacy of the walk, and whether, and to what extent, the walk yields different results among students from different backgrounds. This paper critically examines the privilege walk by reflecting on our experience of teaching the walk and analyzing student learning reflections about the exercise. We draw on critical race theory to interpret our data and also to help introduce the concept of slippage. We use slippage as shorthand for systematic issues long described by critical race theorists, such as meritocracy, that are reframed as individual responsibilities. We conclude by discussing how educators might prioritize teaching about structural power by integrating ideas from critical race theory, and abandon intellectual traditions that… [PDF]

Cathery Yeh; Emy Chen (2024). Disability, Model Minority Myth, and White Supremacy: Struggling, Reimagining, and Becoming through Mother-Daughter Counter Storytelling. International Journal of Qualitative Studies in Education (QSE), v37 n9 p2507-2520. We — as daughter and mother — offer our stories humbly as a love letter to our Asian American community, our Black and Brown siblings, and the broader education community. White supremacy has weaponized the model minority myth — the belief that Asian Americans have "made it" despite obstacles — to invalidate claims of systemic racism and ableism. We draw on Disability Critical Race Theory and Asian American Critical Race Theory to center intersectionality and the interwoven nature of racialization, gendering, and disablement. Using collaborative storying, we showcase our (un)learning and (re)learning about normativity, identities, and belonging with and from each other as dialogic and reciprocal. Although both of our voices contribute to this dialogic storytelling, this paper centers on the stories of the first author — as a neurodiverse 15-year-old youth — as there is much we can learn from listening to our disabled youth of color and their resistance practices…. [Direct]

Neal J. McKinney (2024). Examining Racialized Deficit Mindsets of Black and Latinx Students' Lower Participation in Study Abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, v36 n3 p1-24. This article examines study abroad personnel's rationale that Black and Latinx students participate in study abroad at a lower rate than their white peers. This article argues that this over-30-year-old rationale should be discontinued to achieve equitable study abroad participation for Black and Latinx students. The author introduces critical race theory as a theoretical lens for study abroad personnel to examine how the internal discourse of racial cultural differences among study abroad personnel is historically linked to pervasive racialized deficit mindsets about Black and Latinx students' achievement. The author reviews existing study abroad scholarship on Black and Latinx student participation to establish a foundation for how the rationale originated and uses critical race theory storytelling as a methodological framework to critique the lower participation rationale. Through this approach, the author advances emergent insights for study abroad personnel to be more equitable,… [Direct]

Aronson, Brittany; Meyers, Lateasha (2022). Critical Race Theory and the Teacher Education Curriculum: Challenging Understandings of Racism, Whiteness, and White Supremacy. Whiteness and Education, v7 n1 p32-57. The purpose of this study was to investigate how preservice teachers (PSTs) respond and reflect in a University course that centres Critical Race Theory (CRT) and Critical Whiteness Studies (CWS) in the United States. Using artefacts from 100 PSTs class assignments we found two main themes. PST display a surface level consciousness which contributed to some contradictions in their responses and a discourse of whiteness was difficult for the PST in this study to decentre. Additionally, through this course, some of the students began to raise their consciousness critically in promising ways. Our findings illuminate the importance of PSTs having more than one course to wrestle with contradictions, their own deficit thinking, and to foster the new understandings. Additionally, this study displays the importance of having teacher educators in teacher education who develop their own critical consciousness in order to teach courses that decentre whiteness…. [Direct]

Nathan Babb; Wendy Castillo (2024). Transforming the Future of Quantitative Educational Research: A Systematic Review of Enacting Quantcrit. Race, Ethnicity and Education, v27 n1 p1-21. Quantitative Critical Race Theory (QuantCrit) is a burgeoning field of study seeking to challenge and improve the use of statistical data in social research. It pulls lessons and insights from Critical Race Theory and applies them to understanding social challenges. In this paper, we aim to improve the quality of quantitative research produced by showing examples of how pioneers in this field are effectively enacting QuantCrit. We conducted a systematic review of the literature to include all empirical education studies published since 2010 through 2022. Twenty-seven studies fit the criteria. Our data shows there is room for innovation, experimentation, and exploration. However, the study highlights exemplars of authors who embody QuantCrit principles through their professional and personal positionality statements, cognizance of community, robust racial/ethnic categories, intentionality on not centering whiteness, use of atypical methods, new measurement tools centering Black and… [Direct]

Crowley, Ryan M.; Smith, William L. (2020). A Divergence of Interests: Critical Race Theory and White Privilege Pedagogy. Teachers College Record, v122 n1. Background/Context: Informed by the increasing racial disparity between the nation's predominantly White teaching force and the growing number of students of color in K-12 schools, along with the well-documented struggles that White teachers have in exploring race and racial identity, the authors critique the use of White privilege pedagogy as a strategy for promoting antiracist dispositions in White pre-service teachers. Purpose/Objective/Research Question/Focus of Study: By deploying several concepts central to critical race theory, as well as critiques that note the shortcomings of past attempts at racial reform (Brown v. Board of Education, Voting Rights Act), the authors investigate the effectiveness of White privilege pedagogy within the teacher education setting. Research Design: To construct our conceptual critique of White privilege pedagogy within teacher education, we reviewed the extant literature that discussed the range of shortcomings to this pedagogical approach. To… [Direct]

Sandles, David, Jr. (2020). Using Critical Race Theory to Explore the Black Men Teacher Shortage. Journal of Negro Education, v89 n1 p67-81 Win. As this country's K-12 student population becomes increasingly racially heterogeneous, the preponderance of its teachers remains White and female. Inspired by this phenomenon, the purpose of this article is to examine the shortage of Black men teachers using critical race theory (CRT). The precepts of CRT used in this examination are the centrality of race and racism in society and challenge to the dominant, including meritocracy and color blindness. This article identifies some of the current challenges facing prospective Black men educators, and it offers insight into forces that began an involuntary exodus of Black educators from the profession. This article also contends the Black men teacher shortage is based on racial considerations and is a patently nationwide epidemic…. [Direct]

Dorantes, Angel; Lucero, Audrey; Mendoza, Claudia Holgu√≠n; Monta√±o, Luz Romero; Taylor, Analisa (2023). Too Latinx or Not Latinx Enough? Racial Subtexts and Subjectivities in a Predominantly White University. Journal of Latinos and Education, v22 n3 p1138-1153. This study examines how Latina students attending a predominantly white university in the Pacific Northwestern United States describe their academic and social wellbeing in relation to their racial subjectivities and the racially-charged campus interactions they have experienced. Critical Race Theory and Latina/o Critical Race Theory help us interpret how these students assert the authenticity of their identities in ways that either validate or contest the whiteness that tacitly frames so many aspects of their academic and social lives. These findings open a conversation on a subject that is taboo within Latinx communities and largely invisible within Predominantly White Institutions: how simultaneous claims to Latinx belonging and white privilege play into systemic racism on campus and throughout the U.S…. [Direct]

Jamaal Young; Jemimah Young; John Williams; Marlon James; Monica Neshyba; Quinita Ogletree (2023). Talking Back: An Analysis of the Scope and Impact of Critical Race Theory and Its Usage in Educational Research. SAGE Open, v13 n3. This study employed bibliometric analysis to analyze the research on critical race theory (CRT) in education. We employed four approaches: citation analysis, document co-citation analysis, social network analysis, and keyword co-occurrence to examine the scientific structure of CRT research in education based on 1,464 documents and 55,493 cited references. Using VOSviewer, we identified four distinct clusters of CRT research that characterize the intellectual structure of CRT research in education. We examined how specific works influence the field using social network analysis (SNA). The SNA revealed various amounts of overall centrality (i.e., 15.42% degree centrality, 25.24% closeness centrality, and approximately 0% betweenness centrality). These results indicate that the documents' direct influence on the co-citation network is stronger than the indirect and informal influence. Finally, the keyword co-occurrence analysis results indicate four distinct clusters of CRT research… [Direct]

Walls, Leon (2022). A Critical Race Theory Analysis of the Draw-a-Scientist Test: Are They Really That White?. Cultural Studies of Science Education, v17 n1 p141-168 Mar. The focus of this study was to examine peer-reviewed 'draw-a-scientist' test (DAST) research studies conducted primarily in the USA. In a similar review of science education research into the 'nature of science views', it was found that race played a prominent role in that research agenda and therefore may be impacting DAST research as well. Using critical race theory (CRT) as a framework, 28 published draw-a-scientist test (DAST) studies spanning from 1976 to 2018 were selected and reviewed. This study is unique in the fact that it is the only critique of the instrument in which race was the focus. Results suggest that race and language have played a significant role in DAST research to date, as Black, Latinx, Native American and other people of color were found to be disproportionally excluded as participants. Implications of excluding these individuals are explored, and suggestions for making DAST research more equitable are discussed…. [Direct]

Gary G. DeSantis (2024). "'We Believe in Education, Not Indoctrination': Governor Ron DeSantis, Critical Race Theory, and Anti-Intellectualism in Florida". Policy Futures in Education, v22 n5 p1004-1019. This article examines how Florida Governor Ron DeSantis' remarks contribute to anti-intellectualism and fuel the pushback against critical race theory (CRT) championed by like-minded conservative Republicans who view its instruction as an affront to society and authentic historical narratives. Dismissing educators and scholars who uphold the teaching of CRT as unpatriotic and denigrating to American society, DeSantis, who has presidential aspirations, has effectively used the issue (along with a number of other matters) to solidify his conservative base fearful of social and hegemonic change. Although CRT is not taught in Florida public schools, similar to other conservative-dominated states which have seized on the teaching of CRT as anathema to their civic principles, DeSantis' thinly veiled attempt to appease right-wing voters is yet another example of Republicans stoking cultural wars designed to energize conservative constituents against what many of them perceive as liberal… [Direct]

Rodriguez, Yesenia (2023). Help-Seeking among Latin@ Undocumented Students at Hispanic Serving-Institution Community Colleges: A Latin@ Critical Race Theory Case Study. ProQuest LLC, Ed.D. Dissertation, Washington State University. Latin@ undocumented students confront unique and significant barriers in accessing and obtaining postsecondary certificates and degrees within community colleges. This study explored 4 current and 1 former community college part-time (6-8 credits) undocumented students, specifically how they described their help-seeking experiences within a Hispanic Serving-Institutions (HSI) community college. Importantly, this qualitative methodology has been undertaken with a theoretical Latina/o Critical Race (LatCrit) framework, a Latino-focused family branch of Critical Race Theory (CRT). Equally important, with that was braided Undocumented Critical (UndocuCrit) Theory to understand participant liminal student experiences. Additionally, to complement both LatCrit and UndocuCrit were "testimonio" (interview) methods such as purposeful and snowball sampling. This study revealed help-seeking resources that are needed due to undocumented status challenges. This study offers… [Direct]

Carmen Keller (2024). Conceptualizing the Hawaiian, Asian, and Pacific Issues General Education Requirement at Uh Manoa: A Qualitative Case Study Using Kingdon's Multiple Streams Approach and Kanaka 'Oiwi Critical Race Theory. ProQuest LLC, Ph.D. Dissertation, University of Hawai'i at Manoa. This study applied Kingdon's (2003) Multiple Streams Approach (MSA) in conjunction with Kanaka 'Oiwi Critical Race Theories (Wright & Balutski, 2015; Salis Reyes, 2018) to contextualize the creation of the Hawaiian, Asian, and Pacific Issues (HAP) general education requirement at the University of Hawai'i at Manoa (UH Manoa), a large, public, Research One, and self-identified Indigenous serving university located on the island of O'ahu. Utilizing qualitative case study methodology and data sources including institutional documents, archival records, and qualitative interviews with faculty members, this study examined the various elements of influence, organized into MSA's problems, policy, and political streams, to articulate how a particular policy came to be within our institution of study. Furthermore, Kanaka 'Oiwi Critical Race Theories served to interrogate the various influences race and racism, settler colonialism, and institutional isomorphism had in shaping policy and… [Direct]

Edirmanasinghe, Natalie; Goodman-Scott, Emily; Smith-Durkin, Stephanie; Tarver, Shuntay Z. (2022). Supporting All Students: Multitiered Systems of Support from an Antiracist and Critical Race Theory Lens. Professional School Counseling, v26 n1. Recent racial injustice has prompted school counselors to reexamine how their practices contribute to injustice. Many school counselors seek to engage in antiracism and advocacy. Multitiered systems of support (MTSS) strategies include data utilization, systemic collaboration, and multilevel practices within a school building. This article illustrates how school counselors who use MTSS can operate with an antiracist lens to dismantle policies and practices upholding white supremacy. School counselors utilizing MTSS are well positioned to adapt antiracist strategies…. [Direct]

Anne R. Tapp; Annette Christiansen; Beth Kubitskey; Cheryl E. Matias; Cleveland Hayes; Don Wotruba; Lamar Johnson; Mark P. Fancher; Melissa Baker; Nancy Campbell; Roland Sintos Coloma; Willie Brewster (2023). Critical Race Theory in Schools? The Struggle for a More Inclusive Curriculum: Transcript from a 2021 Public Seminar on Anti-CRT Bans. Thresholds in Education, v46 n1 p8-32. This article is an edited transcription of a groundbreaking multi-sector presentation on "Critical Race Theory in Schools?" by a prominent panel of PK-12 school educators, education organization leaders, legal advocate, teacher educators, and academic researchers. The presentation took place virtually as a public seminar in response to legislative bills in Michigan and other states that prohibit the teaching of critical race theory in schools and to the ensuing questions and concerns raised by many constituents in the PK12 school and teacher education arenas. Over 200 individuals from Michigan, across the country, and even internationally registered, drawn to the webinar's goals of dispelling misinformation and providing facts and perspectives for meaningful discussions on the pursuit of more inclusive and justice-oriented curriculum, teaching, and learning in schools. Given the significance, urgency, and controversy over this subject, we offer this manuscript not only as… [PDF]

Writer, Jeanette Haynes (2022). 9/11–We Will Never Forget … but Others Must. SoJo Journal: Educational Foundations and Social Justice Education, v8 n1 p1-11. After the September 11, 2001, terrorism attack, bumper stickers appeared vowing "9/11 We Will Never Forget," yet Indigenous Peoples' telling of historical events of terrorism and violence is dismissed or expected to be forgotten. Critical race theory and tribal critical race theory are used to conduct an analysis of subjugated Indigenous histories and perspectives in an examination of settler colonialism and its constructions of "American," "citizen," and "patriot" that positions Indigeneity as suspect, withholding an accurate telling of history. Accessing counterstories of Native Americans and literature of Indigenous scholars, the author examines indoctrination and censorship of knowledge, situating the current attack on critical race theory as continuing Indigenous erasure and exclusive citizenship in what she describes as a "patriotism of remembrance." Drawing from Native Peoples' subjugated histories, the author advocates for… [Direct]

C. Chiang-L√≥pez; C. Clark; C. Gonz√°lez; K. Beach; M. Morgan; N. A. Marrun; O. McCadney (2024). Indifferent, (Un)Critical, and Anti-Intellectual: Framing How Teachers Grapple with Bans on Teaching Truth about Race and Racism, and Critical Race Theory. Race, Ethnicity and Education, v27 n1 p75-98. Current conservative assaults on Critical Race Theory (CRT) in education contend that elementary and secondary teachers and teacher education faculty are not only 'teaching CRT', but also hatred of white people and of 'America'. This article is based on a study that used CRT analytical tools and narrative inquiry to examine pre- and in-service teachers' understanding of CRT bans, race, and racism. Through individual and focus group interviews with racially and ethnically diverse pre- and in-service teachers, manifestations of anti-intellectualism and (dis)ease emerged in participant responses to questions about their perceptions of, and evidence-based knowledge about, CRT, as well as race and racism. Implications call for a radical rethinking of teacher preparation by helping teachers develop epistemic humility, curiosity, and courage…. [Direct]

Collinsworth, Amy E. (2022). Amid Attacks on Critical Race Theory, UMass Boston Launches Educational Leadership and Transformation Institute for Racial Justice. New England Journal of Higher Education, May. UMass Boston leadership has publicly committed to becoming an antiracist and health-promoting university, and the institutional values and commitments are also intricately tied to an academic freedom that wholly defends the right to teach about race, gender and other equity issues. Currently, more than 30 states have enacted bans or have bans pending related to teaching about critical race theory (CRT), equity and race and gender justice. While anti-CRT legislation is not currently pending in Massachusetts, there have been and remain real threats to racial justice in the city of Boston by entities other than the state. For more than 30 years, the Leadership in Education Department at UMass Boston has demonstrated its commitment to social justice in education, in part, by supporting educators for leadership roles in education, policy and community organizations. As a collective, the community of faculty, students, staff and alumni is committed to research and practice that is grounded… [Direct]

Jackson, Iesha; Ransom, Julia C. (2022). Do They Really Care? A Critical Race Theory Analysis of Culturally Relevant Caring for Black Male Students. Urban Review: Issues and Ideas in Public Education, v54 n4 p531-553 Nov. One segment of the student population that is regularly and systematically ignored is Black male students labeled "overage, under-credited" (OA/UC) based on their age and credits earned towards graduation. These young men are typically educated in alternative settings such as transfer high schools and adult learning centers. A critical race theory (CRT) analysis calls into question expanding alternative school options while limiting the exploration of how and to what extent Black male students benefit. The purpose of this study is to highlight how, if at all, OA/UC Black male students at an alternative school in New York City experience culturally relevant caring. We add to literature on culturally relevant caring by considering its importance in schooling experiences of three OA/UC Black male students in relation to tenets of CRT and examine two questions: (1) How, if at all, do OA/UC Black male students in a transfer high school experience culturally relevant care? (2) In… [Direct]

Carrie Saetermoe; Frank Fernandez; Gabriela Chavira; Patchareeya Kwan; Sarah Mason; Shannon Sharp (2024). Examining a Critical Race Theory-Informed Undergraduate Research Experience: Proposing a Conceptual Model of the Benefits of Anti-Racist Programs on Student Development. Innovative Higher Education, v49 n5 p889-907. Hate crimes and racist incidents are occurring with alarming and increasing frequency on college and university campuses. As colleges work to reduce racist incidents on campus, there is still a need to prepare students to respond to racism when it occurs. When students are prepared to respond to racist incidents, they tend to have better mental health. We draw on prior literature to examine whether learning about critical race theory (CRT) and receiving CRT-informed mentoring–as embedded in an undergraduate research experience program–related to four-year college students' self-assessed ability to respond to racism. Specifically, we propose and test a conceptual model to examine the benefits of participating in an undergraduate research experience program that required students to learn about CRT and receiving CRT-informed mentorship. Consistent with prior literature on undergraduate research experience programs, we found that the intervention positively related to students' sense… [Direct]

Jacqueline Rangel (2024). Mentoring Latinas on Doctoral Journeys: Testimonios of Cultural and Gender Identity. ProQuest LLC, Ph.D. Dissertation, The Claremont Graduate University. In the United States, Latinas are underrepresented in obtaining PhDs that lead to high level professional careers and academia. This may be due, in part, to patriarchal academic institutions and approaches that have historically devalued the cultural experiences and identities of marginalized populations, including Latinas in higher education. However, research suggests that mentorship can support Latinas in successfully obtaining PhDs and disrupt institutional norms and practices. Framed by LatCrit, Mestiza Consciousness, and Mujerista Mentoring, this study sheds light on the experiences of twenty-four Latinas who earned PhDs-with or without mentors during their doctoral journeys. As such, the purpose of this study was to understand the role of mentorship for Latinas who obtained PhDs while negotiating their cultural or gender identities. A qualitative research design using "Testimonio" methodology was used to reposition Latinas with PhDs as central to the analysis. While… [Direct]

Muhammad, Gholnecsar (2023). Culturally and Historically Responsive Education: A Policy Research Brief. National Council of Teachers of English This policy brief aims to problematize the curricular issues that have traditionally framed schools from the 1600s onward. These framings have taught literacy as decontextualized skills, disconnected from students' lives, their consciousness, and their joy. This tradition has resulted in poor achievement, less rigor, and a lack of intellectual advancement, identity development, and developing social and critical consciousness among youth. These problems are especially exacerbated for students and teachers of color, who have received fewer resources, curricula, or pedagogies that are connected to their genius and needs. Further, policy mandates are typically written to exclude the histories, identities, literacies, and liberation of the same students underserved by our educational system. In fact, policy has pushed the teaching of frameworks and theories that were not written by people of color, nor do they honor the lenses of Black and Brown people. When the problems of schools are… [PDF]

Seldon, Horace (1992). Convictions about Racism in the United States of America. This publication offers a collection of short essays on racism that originally appeared in the newsletter of an organization formed to promote racial justice called Community Change, Inc. The essays are each limited to one to three pages and are grouped by subject area. The opening section, on identifying racism, includes essays on pluralism, awareness of racism, and racism's negative effects on whites. Historical perspectives are explored in the second section, which looks at effects of the 1960s and the source and impact of white fear. A section on racism and language discusses the \color-blind\ approach, use of the word \minorities\ and other topics. In the next section, on responsibility, two articles discuss the relationship of shame and guilt to responsibility for racism and past failures and present responsibilities in dealing with racism. Next, campus racism is examined in three articles concerning racism in higher education, student experiences, and college recruitment of… [PDF]

Hill, Cher; Rosehart, Paula; Sadhra, Sarine; St. Helene, Janice (2020). What Kind of Educator Does the World Need Today? Reimagining Teacher Education in Post-Pandemic Canada. Journal of Education for Teaching: International Research and Pedagogy, v46 n4 p565-575. Our unique pre-service and in-service teacher education programmes at Simon Fraser University, in which experiential learning and professional mentorship are combined with academic course work, have undergone emergency modifications in order to enable our students to continue with their programmes while adhering to government restrictions due to COVID 19. As we respond to the emergent needs within university and school communities, social-emotional wellness, connection, 'being apart together,' engagement, and support for vulnerable students and those with exceptionalities, are currently the most important considerations. The pandemic has highlighted the need to dismantle racism and systemic inequities within our educational systems; to prioritise mental health and wellness in schools; to broaden and decolonise mainstream conceptions of teaching and learning as well as access to education; to build caring reciprocal relationships with the natural world; and to recognise teachers as… [Direct]

Hambacher, Elyse; Morelli, Grace; Silva, Bethany (2020). "There Was Complete Silence": Reflections on Teacher Preparation for Social Justice Education in a Predominantly White Community. Multicultural Perspectives, v22 n4 p201-209. This reflective narrative explores two university professors and one preservice teacher's attempts to teach for social justice through justice-oriented children's literature in an introductory level education course. Situated in a predominantly White context, the teacher educators reflect on their experiences piloting Book to Art, an afterschool book club that encourages preservice teachers to develop their equity literacy in the context of interactive read alouds with justice-oriented children's literature books. Grace, the pre-service teacher, considers her role in designing and implementing her lesson, as well as the challenges she experienced educating young children about segregation and racism using Jacqueline Woodson's "The Other Side." This article contributes to a growing body of literature that illustrates how teacher educators can facilitate the critical consciousness and social justice praxis of White pre-service teachers who will likely go on to teach in mostly… [Direct]

Clifton, Maribeth; Taff, Steven D. (2022). Inclusion and Belonging in Higher Education: A Scoping Study of Contexts, Barriers, and Facilitators. Higher Education Studies, v12 n3 p122-133. A sense of inclusion and belonging are critical for students? learning and personal development in higher education institutions. Learners who identify as non-majority identities (racial/ethnic minority, LGTBQ+, disability, and first generation) are at greater risk of feeling isolated and unwelcome. Lack of belonging and inclusion among individuals from marginalized identity groups is a contributor to increased stress as a chronic response to racism, stigmatization, discrimination, and exclusion. Conversely, a sense of inclusion and belonging contributes to better academic outcomes and enhanced physical and mental health. A systematic search of the literature initially yielded 2,914 articles with 68 eventually included for full-text analysis. Basic content analysis resulted in multiple categories including institutional context, barriers to inclusion and belonging, and facilitators of inclusion and belonging. The most commonly evoked institutional contexts were faculty and peer… [PDF]

Bailey, Juanita Johnson; And Others (1994). Race, Gender, and the Politics of Professionalization. New Directions for Adult and Continuing Education, n61 p63-76 Spr. Racism and sexism are apparent in adult education in the composition of graduate faculty, curriculum content, and faculty-student interactions. Only by challenging power relations in graduate programs can racism and sexism in the professionalization of adult education be addressed. (SK)…

Allison-Burbank, Joshuaa D.; Reid, Traci (2023). Prioritizing Connectedness and Equity in Speech-Language Services for American Indian and Alaska Native Children. Language, Speech, and Hearing Services in Schools, v54 n2 p368-374 Apr. Purpose: American Indian and Alaska Native (AI/AN; Indigenous) students are at a high risk for language and learning disorders. This article aims to highlight how clinicians can use decolonization and Indigenization pedagogies when planning and delivering speech-language services to Indigenous students from the perspectives of Indigenous professionals. These efforts can help promote student resilience, well-being, and identity and are critical to addressing educational inequity and provide culturally responsive services to Indigenous children. Many AI/AN students receive IDEA Part B special education services including speech and language therapy. Many of these students are misidentified as needing special education due to unique learning and language environments (Soto-Boykin et al., 2021). These students bring a unique cultural heritage that is vital to their identity, well-being, health, and school success. Therefore, the goal should be to provide evidence-based services that are… [Direct]

Ellie Ash-Bala (2023). Coming to Terms with Myself: Exploring the Development of Emerging White Racial Justice Accomplices in College. ProQuest LLC, Ph.D. Dissertation, Colorado State University. Many of the conversations about diversity, equity, and inclusion in higher education rightly focus on the experiences of BIPOC (Black, Indigenous, and People of Color) students and how to support them on their educational journey. Fewer of the conversations involve naming and interrogating the oppressive systems that cause these students to need additional support in the first place. Additionally, education scholars highlight the difficulty of engaging White students in conversations about race. When challenged, White students often get stuck in emotional turmoil–experiencing emotions such as guilt, fear, and defensiveness–and they spend the bulk of their energy trying to prove they are not racist instead of learning, growing, or fighting racism. The purpose of this study was to explore the experiences of White students and how they develop as White people committed to racial justice while in college, with a particular emphasis on navigating emotionality. This study employed a… [Direct]

Walton-Fisette, Jennifer L. (2020). Fostering Resilient Learners by Implementing Trauma-Informed and Socially Just Practices. Journal of Physical Education, Recreation & Dance, v91 n9 p8-15. Becoming trauma invested across P-12 educational systems has become exceedingly necessary over the past few years with much focus placed on the whole child and, more recently, a global pandemic and national systemic and institutional racism. With more and more students experiencing trauma and being at a constant state of toxic stress, it is imperative that health and physical education teachers are not only knowledgeable about the signs and symptoms but can engage in preventative measures to minimize possible triggers of past or current traumatic experiences they encounter. Due to lack of funding, licensed counselors are limited within schools, leaving teachers to navigate students' mental, social, and emotional behaviors and experiences. Yet, teachers are not trauma informed or invested due to the lack of emphasis in our teacher preparation programs and professional development opportunities. Thus, the purpose of this article is to inform health and physical educators on issues… [Direct]

Law, Ian (2017). Building the Anti-Racist University, Action and New Agendas. Race, Ethnicity and Education, v20 n3 p332-343. This article reviews two decades of work carried out at the Centre for Ethnicity and Racism Studies, University of Leeds in the area of racism and higher education. It introduces key issues and themes in this field and also identifies a seven-point agenda for action. This article provides an overview and agenda-setting account of the theoretical and policy innovations developed by this research team, which provide a contextual background for this volume as a whole. Historical recognition of the role of universities as key sites for the production of racialised knowledge across a range of intellectual fields is an essential starting point. We urge promotion of fundamental de-racialisation and de-colonisation of the academy. This cannot be achieved by self-regulation by the sector or by the setting of minimum legal requirements, it requires strong political, institutional and intellectual leadership, alliance-building and mobilisation…. [Direct]

Duff, Myron C. (2019). Perspectives in AE–Adult Black Males and Andragogy: Is There a Goodness of Fit. New Horizons in Adult Education & Human Resource Development, v31 n4 p51-58 Aut. In this paper, andragogy, as presented by Malcolm Knowles, is critiqued as it represents European ideologies and ways of learning that fail to recognize the multifaceted experiences of adult Black males. With increased numbers of Black males entering post-secondary education spaces, new schools of thought need to be considered that are more culturally relevant. A theory for adult Black males proves beneficial for adult learning researchers and practitioners as noted experiences include racial profiling, isolation, and racism. This paper critically examines deficit perspectives of supporting adult Black males while whiteness and systemic oppression are targeted as barriers to their success. The paper concludes with implications for practitioners who work with or conduct research on this population…. [Direct]

Bucholtz, Mary; Corella, Meghan; Ferrada, Juan Sebasti√°n (2020). "Respeta Mi Idioma": Latinx Youth Enacting Affective Agency. Journal of Language, Identity, and Education, v19 n2 p79-94. Although hegemonic approaches to education privilege rationality as the sole legitimate form of knowledge production and consumption, research on emotion in socially transformative learning demonstrates that it is only through affective investment that intellectual engagement takes place and leads to social change. Hence, the agentive action of racialized youth to produce knowledge challenging dominant ideological systems is also an affective agency, the production of social action informed by and involving embodied, emotional encounter with the world. The article identifies three key components of affective agency–affective encounter, mobilization, and persistence–through ethnographic interactional analysis in an innovative after-school program for Latinx youth. The analysis examines one student's emotional response to linguistic racism in U.S. political discourse and how this affective experience moved her to speak out for sociolinguistic justice for Spanish speakers. The article… [Direct]

Battle, Juan; Smiley, CalvinJohn (2020). Familia y Educaci√≥n: A Quantitative Assessment of the Impact of Parental Configuration on Educational Attainment for a National Sample of Latinx Students. Race, Ethnicity and Education, v23 n1 p21-38. The Latinx community is the fastest growing demographic in the United States and faces high rates of xenophobia and racism because of myths surrounding immigration and criminality. Therefore, Latinx communities are faced with many challenges. Parental configuration and educational attainment are key areas to explore the Latinx community in U.S. society. Utilizing a national representative sample from the Educational Longitudinal Study (ELS) from the National Center for Education Statistics (NCES), this paper employs an intersectional framework to investigate the relative impact of parental divorce on Latinx students' educational attainment outcomes. This paper finds: (1) for both male and female students, parental divorce had no impact on educational attainment; (2) students in public schools had lower educational attainment than their counterparts; (3) cultural capital was significant for Latinx males; (4) parental social capital was significant for Latinx females; and (5)… [Direct]

Downey, Kerry (2020). Reaching Out, Reaching In: Museum Educators and Radical Transformation. Journal of Museum Education, v45 n4 p375-388. This article offers a gender/queer, first-person perspective of the necessary role educators play in the link between museums and local communities who have been historically and systemically oppressed (BIPOC, LGBTQ+, people with disabilities and intersections therein). By linking racial and labor equity, this article argues for a deeper consideration of the ways museums are activated and transformed through educators' labor and praxes. In order to create greater equity and to achieve museums' missions, we must look to educators as leaders in the work of transforming white supremacy culture. This article offers the "handle" as a model for political understanding of how relationships are structured through power and oppression, thereby locating ways we can radically transform our institutions by centering equity, anti-racism, and education. Critical to any social justice work, art is the active space that is essential for creative expression and our holistic well-being…. [Direct]

Curtis, Christopher A.; Farmer, G. Lawrence; Hurley, Landon (2021). Subjective Well-Being, Critical Race Theory, and the Assessment of Measurement Invariance across Racial Groups. American Journal of Evaluation, v42 n3 p314-331 Sep. The present study explores how Black and White youth respond to measures of subjective well-being within the context of critical race theory (CRT). Three levels of measurement invariance (i.e., configural, metric and scalar) were examined for indicators of subjective well-being. We hypothesized that there would be limited measurement invariance across groups based on the premise established by CRT that youth of color experience and perceive life differently than their White peers, which was supported. The findings of this study demonstrate that the measures work as expected within groups, but there is a considerable lack of invariance across groups. This study also provides some evidence that racial/ethnic differences cannot be taken for granted when assessing SWB in youth…. [Direct]

Beneke, Margaret R.; Love, Hailey R. (2021). Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood. Topics in Early Childhood Special Education, v41 n1 p31-44 May. Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as "at risk," the use of normalizing practices to "fix" disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven… [Direct]

Danielle Holmes (2024). Impact of Critical Race Theory on the Development of Impostor Syndrome and Anxiety among Black Female Doctoral Students with the Superwoman Schema Lens. ProQuest LLC, Ed.D. Dissertation, Saint Peter's University. Research has shown that inequitable practices in the educational system have created barriers for Black women pursuing doctoral degrees. These obstacles are multifaceted. This qualitative phenomenological study examined the impacts of racism on Black female doctoral students with a focus on how Impostor Phenomenon and anxiety were exhibited as outcomes. The study centered on Critical Race Theory and Superwoman Schema as its theoretical framework. Semi-structured interviews were conducted with 10 participants who identified as Black, female, currently enrolled, or graduated within 10 years. All participants experienced racism, anxiety, and Impostor Phenomenon and were in schools located in the northeastern region of the United States. From those interviews, three themes were extrapolated: Structural and Environmental Isolation, Systemic Racism Resulting in Anxiety and Racism, and Resilience in Academia. These were taken from coded sections such as lack of representation, inadequate… [Direct]

Ryan William Hannon (2024). Equity or Extinction? A Qualitative Study Exploring Enrollment Directors' Perceptions of Diversity, Equity, and Inclusion Practices at Southwest Independent Schools. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. Critical race theory has challenged whose truth is told in schools (Lynn & Parker, 2006). Private schools belonging to the National Association of Independent Schools have questioned what truth is taught in their schools ("NAIS — Diversity, Equity, Inclusion, and Belonging," n.d.). Concurrently, these schools face declining enrollment of full tuition-paying families who are typically White (Ee et al., 2018). This dissertation is a qualitative phenomenological study. The phenomenological study aims to understand how enrollment directors at independent schools in the American Southwest perceive parent and guardian reaction to diversity, equity, and inclusion policies, practices, and pedagogy in their schools and how this might impact enrollment. The theoretical framework for this study is critical race theory. An overview of private schools, with a focus on race and class, will be presented, as well as the current challenges facing independent schools. Specific… [Direct]

Di-Tu Dissassa (2025). I Can't Breathe: Exploring the Lived Experiences of Student Affairs Professionals of Color Wellness during Times of Racially Charged Incidents. Journal of Education Human Resources, v43 n1 p108-133. This study explored 18 student affairs professionals of color (SAPOCs) and their experiences with microaggressions, hate crimes, and ethnoviolence on college campuses. This study used the theoretical lens of occupational wellness and critical race theory to explore participants' experiences regarding race and wellness. The findings of the study indicated that SAPOCs lack belonging in their organizational culture, experience racism, and must use internal negotiations in their work with students. To mitigate these challenges, the SAPOCs sought positive worker well-being through supportive interpersonal relationships with their supervisors and maintaining their physical and mental health…. [Direct]

Lin Wu (2025). Democracy, Empires, and the Chinese Diasporas. Urban Education, v60 n1 p279-304. As tension between China and the United States continues to escalate, little research has looked into how geopolitical conflicts impact the Chinese Diasporas in these two nations. Filtering his life through empire and AsianCrit, the author illustrates his racializing encounters with empires in educational institutions and the larger Chinese and U.S. societies. Implications include how scholars can address the historical, theoretical, and practical gaps in urban education research, connect empire with critical race theory to enrich urban education research, and leverage their counterstories to help teachers and teacher educators undo imperialism in practice…. [Direct]

Hu, Xueyan; Peng, Zhengmei; Qiu, Shaoping; Zhu, Gang (2019). Extending Critical Race Theory to Chinese Education: Affordance and Constraints. Compare: A Journal of Comparative and International Education, v49 n5 p837-850. This Forum discusses the affordances and constraints of applying critical race theory (CRT) to the Chinese educational context. In "CRT as a Heuristic for Understanding Educational Inequality: How CRT Is Conceptualised in the United States," Gang Zhu delineates the social and theoretical backgrounds related to CRT, and its fundamental tenets. Zhengmei Peng subsequently reviews the representative theoretical constructs pertinent to CRT, including: (1) community cultural wealth; (2) funds of knowledge; (3) culturally responsive pedagogy; and (4) authentic care in education. In the third contribution to the Forum, "The Facilitative Factors of Applying CRT in Chinese Education: Four Illustrative Cases," Xueyan Hu analyses the possibility of extending CRT to the Chinese educational milieu, focusing on: (1) the consistently low performance of Chinese rural education; (2) the limited educational opportunity for rural migrant workers' children; (3) Chinese ethnic minority… [Direct]

Perouse-Harvey, Ebony (2022). Seeing the Unseen: Applying Intersectionality and Disability Critical Race Theory (DisCrit) Frameworks in Preservice Teacher Education. Teachers College Record, v124 n7 p51-81 Jul. Background/Context: This paper explores how intersectionality and DisCrit can be used as analytic tools to scaffold preservice teachers' ability to see the ways in which referrals to and services within special education reproduce inequities as a function of race and perceptions of ability that are rooted in White, middle-class, able-bodied norms. Purpose/Objective/Research Question/Focus of Study: This qualitative study analyzes White preservice teachers' understanding and application of intersectionality and DisCrit. Applying critical theoretical perspectives, preservice teachers engage in identifying instances of oppression in society and schools and naming the resulting harm to Black students and families. This paper focuses on the following research questions: How do White preservice teachers engage with critical frameworks intended to unearth the impacts of racism and ableism on Black students? What do their responses reveal about preservice teachers' level of critical… [Direct]

Barros-Lane, Liza; Germany, Andrea F.; McGee, Blanca S.; Phillips, Regina L. (2022). Utilizing a Critical Race Theory Lens to Reduce Barriers to Social and Emotional Learning: A Call to Action. Children & Schools, v44 n1 p39-47 Jan. Social and emotional learning (SEL) and equity issues have each been complicated by the COVID-19 pandemic for students of color. This brief seeks to call to action school social workers who can identify social and emotional barriers to learning that students of color experience in schools through a critical race theory (CRT) lens. School social workers are well positioned to address equity concerns and systemic racism in schools. They play a key role in addressing SEL, reducing equity barriers, and navigating the CRT opposition. The authors view the role of the school social worker as an integral part of social and emotional teaching and learning. This is a call to mobilize school social workers to advocacy roles for SEL, equity, and racism concerns that have long impacted students of color. The authors' aim is to provide social workers with actionable strategies in reducing social and emotional barriers to learning for students of color…. [Direct]

Burns-Simpson, Shauntee; Hayes, Nichelle M.; Mack, Tiffany; Ndumu, Ana; Walker, Shaundra (2022). Space, Story, and Solidarity: Designing a Black MLIS Student Organization amidst Crisis and Tumult. Education for Information, v38 n4 p367-388. According to LIS research, the U.S. library and information science field reflects more than 135 years of white racialized, monocultural pedagogy. Critical race theory helps us understand why Blacks remain on the margins of the LIS profession. Armed with critical racial knowledge, the Black Caucus of the American Library Association embarked on a three-year project to assert Black culture in a profession that has historically overpowered other ways of knowing. This article chronicles how BCALA leaders gleaned from Black-centered pedagogical traditions, data on Black MLIS students' needs, and the critical race theory tenet of counterstorytelling to scaffold a national, online Black MLIS student organization that exists autonomously from mainstream U.S. LIS programs…. [Direct]

Hani Morgan (2024). Ethnic Studies Programs in America: Exploring the Past to Understand Today's Debates. Policy Futures in Education, v22 n7 p1469-1491. The debates that involve banning critical race theory and implementing ethnic studies programs have recently surged. But this is not the first time that controversy about ethnic studies programs and other efforts to promote equity has led to dissension. In the 1960s, similar discord led to violence. Today, right-wing activists are making efforts to prevent ethnic studies programs from being implemented. Many educators and historians, however, are expressing the need to teach the accurate histories of racial and ethnic minority groups at educational institutions. In this article, I argue that today's resistance to implementing ethnic studies programs is a continuation of the opposition that occurred in the 1960s against this trend and the other efforts that were designed to promote equity. In contrast to the idea that ethnic studies programs contribute to divisiveness, I argue that they offer a better way of teaching students in a country that has become more racially diverse. I… [Direct]

Copland, James (2021). How to Regulate Critical Race Theory in Schools: A Primer and Model Legislation. Issue Brief. Manhattan Institute for Policy Research "Critical Race Theory" (CRT) is the term commonly applied in public debates to controversial racially charged curricula and initiatives in the public schools, as well as various parallel trainings and programs commonly being adopted in school and other settings. Initially, CRT was confined to the niche circles of legal academia from which it originated. More recently, its core ideas have been applied and expanded to an array of disciplines, including education. Unsurprisingly, many parents and teachers across the country have been troubled by these developments. CRT is unpopular with the public, especially when details of specific practices are made clear. For the abstract question of whether people support CRT, a "YouGov/Economist" survey conducted June 13-15, 2021, found that many Americans didn't know what it was; but of those who did, 56% opposed it while 38% supported it. This brief examines the history and current issues with CRT. It also crafts a proposed… [PDF]

Estrada, Diane; Garcia, Marina; Hipolito-Delgado, Carlos P. (2021). Countering Deficits: A Grounded Theory of Success from Graduate Students of Color. Journal of Multicultural Counseling and Development, v49 n1 p4-17 Jan. The existing research on students of color in counselor education focuses on the barriers they experience, providing a deficit perspective. Using grounded theory and a critical race theory framework, we studied the racialized experiences of 19 graduate students of color in counselor education. Grounded in participants' voices, we propose a liberatory theory of academic success. Implications for promoting the success of students of color in counselor education and for future critical race theory research are discussed…. [Direct]

Chait, Natasha; Gulfaraz, Sehrish; Li, Kathrynne; Proctor, Sherrie L. (2023). Use of Critical Race Theory to Understand the Experiences of an African American Male during School Psychology Graduate Education. School Psychology Review, v52 n3 p372-388. This study used an exploratory case study approach to explore the race-related experiences of a Black male specialist level school psychology graduate student. We used the CRT tenets of racism as normal and permanent and intersectionality and antiessentialism to help us make sense of the findings. Findings revealed that race and racism did not negatively impact the case study participant's experiences within his school psychology program at the university. However, racism was pervasive during his internship year, as it influenced interactions with white teachers and parents. Implications for school psychology graduate education are discussed, including the need for school psychologists to actively engage behaviors that disrupt systems of oppression like racism if the profession is to meet its antiracist aims…. [Direct]

Saugher Nojan (2023). Racial-Religious Decoupling in the University: Investigating Religious Students' Perceptions of Institutional Commitment to Diversity. AERA Open, v9 n1. Muslims face racism based on their racialized religious identities, yet few address their experiences through critical race theory or campus racial climate. This paper addresses how religious students rate institutional commitments to campus diversity when considering racial and religious respect. This study examines undergraduate experience surveys across nine campuses and a Muslim student photovoice project through a mixed-methods design. I argue that racial and religious respect derived from interpersonal, discursive, and material sources influence Muslim students' perceptions of institutional commitment to diversity. I introduce racial-religious decoupling to refer to how the separation of race and religion as distinct social experiences hinders campus commitments to diversity, equity, and inclusion for addressing anti-Muslim racism and intersections of race and religion. This study uses critical race theory to demonstrate how hegemonic Whiteness embedded in higher education… [PDF] [Direct]

Goldberg, Zach; Kaufmann, Eric (2023). School Choice Is Not Enough: The Impact of Critical Social Justice Ideology in American Education. Manhattan Institute for Policy Research This report focuses on the teaching of Critical Race Theory and radical gender theory in American classrooms. Taken together, those concepts comprise radical cultural left ideologies known as Critical Social Justice (CSJ). The findings of this report suggest that the teaching of applied versions of Critical Race Theory and radical gender theory is endemic in American schools. Ninety-three percent of a random sample of 18-to-20-year-old Americans say that they have been taught, or have heard about from an adult at school, one or more Critical Social Justice (CSJ) concepts. In fact, the average respondent reported being taught and/or hearing about more than half of the eight concepts this study measured. Even assuming these are overestimates, schools and teachers promoting CSJ narratives can hardly be regarded as rare or isolated occurrences. Rather, it is the experience of a large segment of American high school students, if not the majority…. [PDF]

Clark, Christine; Hern√°ndez-Johnson, Monica; Marrun, Norma A.; Plachowski, Tara J.; Singh, Ravijot; Taylor, Valerie (2023). "Like Where Are Those Teachers?": A Critical Race Theory Analysis of Teachers of Color Who Have "Left" Teaching. International Journal of Qualitative Studies in Education (QSE), v36 n10 p1924-1944. In seeking to address teacher shortages in the United States, teacher preparation programs, and state education department leaders in particular, have largely focused on the recruitment of new teachers. To some extent, recruitment efforts have also included attention to racially diversifying the teacher ranks. Using a Critical Race Theory framework, this article challenges hegemonic narratives about Teacher of Color absence in, and departure from, teaching, calling attention to their enduring presence in the profession and their experiences as teachers. Findings reveal that despite the persistent and pervasive spiritual, psychological, physiological trauma Teachers of Color suffer, their pride in their identities and commitment to their work as Teachers of Color persist…. [Direct]

Cain, Elise J.; Smith, Natesha L. (2020). Using Critical Race Theory to Explore the Experiences of College Students from Rural Areas. Georgia Journal of College Student Affairs, v36 n1 Article 2 p3-23 Jul. There are several indicators (e.g. lower enrollment rates and lower persistence rates) that rural people are achieving less postsecondary success compared to their urban peers. This is particularly true for people with low socioeconomic statuses and people of color. This article, therefore, utilizes critical race theory in education as a framework to explore the experiences of college students from rural areas. The article begins with an overview of critical race theory and a review of relevant literature about rural people organized within a critical race theory framework. This information is then utilized to construct a strategy to guide educators in their critical explorations of rural students and their experiences through assessing pertinent questions. A vignette is also provided as an example to assist educators in their utilization of the strategy, providing a promising practice to support educators at higher education institutions in their efforts to be more inclusive of… [PDF]

Priddie, Christen; Renbarger, Rachel (2023). Connecting QuantCrit to Gifted Education Research: An Introduction. Gifted Child Quarterly, v67 n1 p80-89 Jan. This methodological brief introduces researchers to QuantCrit, a set of tenets complementary to critical race theory, to specifically reexamine how race and racism are analyzed through quantitative methodologies. We outline the tenets of QuantCrit, review recent quantitative research in gifted education for examples aligned with QuantCrit tenets, and provide recommendations for researchers…. [Direct]

Rodriguez, Gabriel (2023). Complicating College Access: Understanding Compliance and Resistance for Latinx Youth in Suburbia. Anthropology & Education Quarterly, v54 n4 p349-371. This qualitative study examines the experiences of Latinx youth and mainly white staff of the Academic Scholars Program, a college access program that operated in an affluent suburban high school. Guided by Critical Race Theory and Critical Whiteness Studies, the findings highlight the constraints Latinx youth and staff faced and how they resisted assimilative practices…. [Direct]

Butcher, Jonathan (2021). Rescuing Math and Science from Critical Race Theory's Racial Discrimination. Issue Brief No. 5201. Heritage Foundation Despite claims to the contrary, K-12 educators are applying the racial prejudice of critical race theory (CRT) to school lessons. In recent months, parents and policymakers around the country have objected to CRT's mischaracterization of American history in the academic subjects of history and civics. Critical race theorists, however, have also applied the theory's racially biased principles to math and science. Some educators have redesigned math and science curricula to incorporate CRT's racially discriminatory ideas to these technical subjects, replacing a focus on mastery of mathematical and scientific processes with racial bias. Parents, educators, and policymakers should reject racial prejudice in every subject, and educators and policymakers should prohibit any instructional material from requiring children to affirm, believe, or practice racial discrimination in their schoolwork…. [PDF]

Aqua-Raven Murray (2022). Literacy Teacher Beliefs and Practices about Culturally Relevant Pedagogy as Seen through the Lens of Critical Race Theory. ProQuest LLC, Ed.D. Dissertation, Wayne State University. This research was based on culturally relevant pedagogy, a teaching method that promotes academic and cultural achievement in environments where student dissatisfaction and antagonism are prevalent. Educational accomplishment, cultural competence, and social consciousness were the foundations of this philosophy (Ladson-Billings, 1994, 1995, 2009, 2014). Critical race theory was also used to inform the research (CRT). This idea enabled me to examine learning and culture from a social, racial, and historical perspective. CRT recognizes the influence of culture and history on people's perceptions. This mixed-methods study aimed to learn about and understand the opinions of African American ELA middle school teachers concerning culturally responsive pedagogy. This study also wanted to know how these African American middle school ELA instructors use culturally appropriate pedagogy to implement literacy activities in their classrooms. The study looked at how African American teachers'… [Direct]

Chavira, Gabriela; Saetermoe, Carrie L.; Vargas, Jose H. (2021). Using Critical Race Theory to Reframe Mentor Training: Theoretical Considerations Regarding the Ecological Systems of Mentorship. Higher Education: The International Journal of Higher Education Research, v81 n5 p1043-1062 May. This article offers a theoretical and critical analysis of race-dysconscious mentorship involving students of color and white faculty. Inspired by ecological systems theory, critical race theory, and the NIH-funded program, "Building Infrastructure Leading to Diversity: Promoting Opportunities for Diversity in Education and Research," our analysis considers the ecosystems that promote student pushout and hinder diversification of the scientific workforce, which call for "critical" alternatives to traditional research mentorship. We first examine the historical, social-political, institutional, interpersonal, and intrapsychic ecosystems of traditional mentor-prot√©g√© relationships. Two areas are reviewed: (a) "diversity" as it operates in universities and research laboratories and (b) the discursive properties of a dysconscious dialog that rationalizes modern racism. Next, we connect the five ecosystems of mentorship by integrating literature on critical… [Direct]

(2021). The Importance of Addressing Equity, Diversity, and Inclusion in Schools: Dispelling Myths about Critical Race Theory. Communique, v50 n3 p18-19 Nov. The National Association of School Psychologists (NASP) is committed to supporting ongoing dialogue and self-reflection about antiracism, equity, diversity, inclusion, and social justice within the organization and the profession of school psychology (NASP, 2020c). This includes promoting honest conversations in schools. Schools have long explored the role of race and racism in this country's history, including disparities in opportunity and education. It is important that students are provided an honest and accurate assessment of history so that they can create a better future. The growing politicization of these issues has manifested in the demonization and purposeful misrepresentation of Critical Race Theory (CRT) and other well-established policies and practices in schools, such as social-emotional instruction and the implementation of culturally responsive practices. The purpose of this document is to provide a general overview of CRT, dispel myths and correct misinformation,… [Direct]

Rodr√≠guez, Noreen Naseem; Vickery, Amanda E., Ed. (2022). Critical Race Theory and Social Studies Futures: From the Nightmare of Racial Realism to Dreaming Out Loud. Research and Practice in Social Studies Series. Teachers College Press Now more than ever, we need to teach the truth about history. This volume assembles a team of critical social studies Scholars of Color and co-conspirators who share both their nightmares and dreams for the future. The authors engage critical race theory (CRT) and its many branches and offshoots to better understand the permanence of racism in the teaching of social studies. The book's first section, A Dream Deferred, outlines the endemic systemic issues and the ways in which the field and national organizations attempt to remain racially neutral in the face of the biases that permeate curriculum, disciplines, and the world. The second section, Racial Realities in Classroom Spaces, examines the various ways scholars and educators are applying CRT in PreK-12 spaces. In the third section, Possibilities of Praxis, chapter authors critically reflect on their own experiences and stories using CRT to work with young people and future teachers. In the final section, Dreaming of Social… [Direct]

Moorosi, Pontso (2021). Colour-Blind Educational Leadership Policy: A Critical Race Theory Analysis of School Principalship Standards in South Africa. Educational Management Administration & Leadership, v49 n4 p644-661 Jul. In the light of recent media reports of racism in South African schools, this paper examines the role of school principalship standards in addressing race in South African educational leadership. The paper draws on tenets of critical race theory to examine how issues of race are addressed in the Policy for School Principalship Standard in South Africa and the implications thereof for leadership preparation and leadership practice. The methodology involves the employment of content analysis underpinned by key tenets of critical race theory that challenge notions of colour-blindness, meritocracy and neutrality. The analysis reveals that there is no explicit mention or treatment of race and ethnicity as social constructs in the principalship standards. It also reveals that diversity and culture are used more, suggesting the emphasis on difference rather than inequality. The paper argues that, although driven by principles of social justice, the Policy for School Principalship Standard… [Direct]

Green, Kristi M. (2023). Counterstories of Latinas in the Pipeline to Community College Leadership. ProQuest LLC, Ed.D. Dissertation, University of Wyoming. Hispanic women in higher education are underrepresented as faculty and mid-level administrators and are not ascending through the career pipeline into higher leadership positions at community colleges. The purpose of this dissertation was to explore the experiences of Latinas in a career in academia. This study was conducted as a qualitative research study using Critical Race Theory (CRT) and Latino Critical Race Theory (LatCrit) as theoretical framework with counterstorytelling as the methodology. Their stories are told in the LatCrit themes of immigration and legal status, anti-essentialism, hegemony, and antisubordination. Their stories and secondary sources are interwoven to identify power structures, barriers, triumphs, and cultural connections to support the progress of the LatCrit movement. The implications from this study may help this marginalized community find the success they want in higher education. [The dissertation citations contained here are published with the… [Direct]

Jessica B. Schocker; Justin De Senso (2024). Teaching Resistance with Primary Sources. Social Studies, v115 n1 p1-12. This article explores how primary sources can be used to teach students about race and racism. Researchers co-taught a general education class on Critical Race Theory and utilized a combination of primary and secondary sources. This article includes a review of relevant literature that informed the development of this class and one major assignment in particular, examples of student work and evidence of their learning, and next steps for social studies teachers at all levels to teach about resistance…. [Direct]

Robertson, Rebecca (2023). A Critical Race Theory Analysis of Transnational Student Activism, Social Media Counter-Stories, and the Hegemonic Logics of Diversity Work in Higher Education. International Journal of Qualitative Studies in Education (QSE), v36 n5 p900-917. This article employs critical race theory (CRT) to explore what student activist counter-narratives reveal about the logics of institutional diversity work and the ways this work reinforces racist configurations of power and exclusion in higher education. In 2014, student activism erupted in a series of critical incidents on university campuses around the world. As a form of counter-narrative, social media content generated by movements employing hashtags like #RhodesMustFall and #itooamharvard, drew attention to the discrepancy between institutional conceptions of inclusion evidenced in diversity policies and practices, and student experiences of persistent exclusion. A corpus of 2500 social media posts, representing Must Fall and I, Too, Am campaigns at three universities, was analyzed and emergent themes utilized to interrogate the hegemonic logics of higher education diversity work. Findings include: (1) compression in diversity discourse; (2) the paradox of diversity as capital;… [Direct]

P√©rez Huber, Lindsay; Sol√≥rzano, Daniel G. (2020). Racial Microaggressions: Using Critical Race Theory to Respond to Everyday Racism. Multicultural Education Series. Teachers College Press Drawing from over 2 decades of research, this book offers an in-depth analysis of a systemic form of everyday racism commonly experienced by People of Color. Racial microaggressions are layered and cumulative assaults, often carried out in subtle and unconscious ways, which take a psychological and physiological toll on the body, mind, and spirit. The authors make a unique contribution to the study of racial microaggressions by using Critical Race Theory (CRT) to develop the concepts, frameworks, and models provided in this book. Focusing on the lived experiences of People of Color, "Racial Microaggressions" can be used to disrupt the everyday racism that continues to target so many Communities of Color. The book features: (1) Theoretical, conceptual, and pedagogical tools to help all people recognize, respond to, and challenge racial microaggressions; (2) An interdisciplinary approach that draws from the fields of education, law, policy, ethnic studies, Women of Color… [Direct]

Jacob Tyler Jobe (2023). "Once You See It, You Can't Unsee It.": A White Teacher and White Students' Exploration of Antiracist Education through Critical Whiteness Pedagogy. ProQuest LLC, Ph.D. Dissertation, The University of Utah. White people have a responsibility due to their complicity in White Supremacy, to practice antiracism in solidarity for racial justice with Black, Indigenous, People of Color (BIPOC) people and communities. Antiracist education, which fosters this sort of work, necessitates learning about racism and Whiteness to comprehend the violence of White Supremacist Capitalist Patriarchy. With the help of critical Whiteness pedagogy and critical Whiteness studies broadly, I engaged my White student-participants in antiracist education. As a White, male teacher of a social justice course at Crescent View High School (CVHS), a public school in a ski resort town in the Intermountain West, I had two goals with this scholarship. My first goal in the dissertation was to analyze how White students studying and practicing antiracism understood their racial identities. My second goal was to describe the various ways they tried to practice antiracism. I used critical Whiteness methodology and critical… [Direct]

Alderman, Derek; Eaves, LaToya E.; Klein, Phil; Mu√±oz, Solange; Narro Perez, Rodrigo (2021). Reflections on Operationalizing an Anti-Racism Pedagogy: Teaching as Regional Storytelling. Journal of Geography in Higher Education, v45 n2 p186-200. Responding to rising social tensions and ongoing theoretical and political changes in the study of geography, we advocate for greater operationalizing of anti-racism pedagogies within the field. Such pedagogies undermine long-standing geographic knowledge systems that marginalize and misrepresent people of color while also distorting and misinforming the worldviews of a White society. Drawing from classroom successes and uncertainties, five educators explore the anti-racist possibilities of geography education as a form of "regional storytelling." Regions, one of geography's formative constructs, play a central role within popular and academic understandings of racial differences and identities. Making exclusionary moral judgements about regions and associated populations has long been at the core of the colonization and racialization process. Contributors use reflexive storytelling — understood here as both a classroom instructional method and a way to create supportive… [Direct]

Escayg, Kerry-Ann (2020). 'We Don't Teach Race Here': Race-Silenced Pedagogies of Trinidadian Preschool Teachers. Early Child Development and Care, v190 n8 p1233-1241. Much of the educational literature highlights the importance of teaching young children about the value of diversity in relation to fostering positive social–emotional skills and well-being. In the Trinidadian context, while ample work addresses the prevalence of racism, far less research has investigated the racial socialization practices of Caribbean teachers in general and Trinidadian teachers in particular. The present qualitative study investigated how Indo-Trinidadian teachers addressed children's racial awareness, cultivated racial pride in young children and enacted anti-racist pedagogies. Findings revealed that teachers did not engage in explicit racial socialization; and the lack of anti-racist/anti-colonial pedagogy was strongly linked to teachers' professional and personal identities; as well, it appeared that context-specific race relations inform educator's conceptual understandings of race and its relevance to their teaching practice. The article concludes with… [Direct]

Jax J. Gonzalez (2022). Upsetting the System: Ideology, Identity and Practice in a Teacher Education Program. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Boulder. Teacher education is an entry point for education reform where candidates can learn how school can become a site for reinforcing norms that harm minoritized students, and also as a place of possibility, where ideologies are expanded to embrace possibility and exploration. This project investigates the use of critical, queer, and anti-oppressive methods in teacher education and how that preparation impacts teacher candidates' gender, race, classed and sexual ideologies, as well as their teaching practices, commitments and values. The data for this project was collected through participant observation in a critical teacher education program at the University of Colorado, Boulder School of Education as well as semi-structured interviews with 14 Elementary Education candidates and a content analysis of their course assignments. I conclude that the Elementary Education program's anti-oppressive teacher preparation positively impacted the candidates' teaching ideologies and practices to… [Direct]

Bean, Thomas W.; Dunkerly-Bean, Judith (2020). Cosmopolitan Critical Literacy and Youth Civic Engagement for Human Rights. Pedagogies: An International Journal, v15 n4 p262-278. In this theoretical paper centered on adolescent literacy and civic engagement, we draw from human rights education and multimodal cosmopolitan critical literacy consider the ways adolescents may take up civic engagment. With a combination of multimodal resources and social networking, adolescents are able to have an impact on a variety of social and political issues including immigration, translanguaging, racism, bullying, and other community problems relevant to their lives. The purpose of this essay is to illuminate the many ways that adolescents can participate in local and global civic engagement through human rights education and multimodal critical cosmopolitan literacy, as well as critique current practices. The analysis uses a 3-level construct to selectively examine youth civic engagement. Results indicate that, while there is promising work being done to promote civic engagement from a justice-oriented stance, more work and research is needed to explore the affordances and… [Direct]

Lopez, Josue (2020). What Exactly Are We Doing Here? Reflections on the Role of Critical Educational Studies. Critical Questions in Education, v11 n2 p129-146 Sum. In advancing the struggle for social justice in education, we often advance an anti-racist praxis in our classrooms. However, students, teachers, and others trying to make sense of our praxis–oftentimes well-intentioned in their queries–will ask "why are we always talking about race?" and "why do we only present one perspective and one position (a "liberal" one) in this class?" These questions are relevant and require us to clarify what exactly are we doing in critical educational studies? As a former K-12 teacher, an instructor of Urban Education, Multicultural Education, and as a critical educational researcher, I seek to ask–and answer–three questions pertinent to critical educational studies: (1) What does it mean to study Urban Education? (2) Why do we focus on race and racism in social justice work, and why not just focus on class? (3) Why do some people attempt to equate critical educational studies with left-wing propaganda? I begin by… [PDF]

Siegel-Hawley, Genevieve; Sjogren, Ashlee L.; Tefera, Adai A. (2022). The (In)Visibility of Race in School Discipline across Urban, Suburban, and Exurban Contexts. Teachers College Record, v124 n4 p151-179 Apr. Background/Context: Racial disparities in school discipline represent a longstanding injustice in U.S. schools. Students of color, particularly Black students, are systematically subjected to harsher school disciplinary actions compared with their peers. A growing body of evidence demonstrates the severity of the problem and the negative consequences of harsh punishment, particularly given that students who are disciplined are more likely to be forced into the complex nexus of education and incarceration. Focus of Study: In this study, we aimed to understand how different racial contexts in urban, suburban, and exurban schools shaped responses to and understandings about racial disparities in school discipline. Drawing on an interdisciplinary framework that centers the visibility and invisibility of race (Artiles, 2019) throughout the disciplinary cycle, this study was guided by two research questions: (1) What are the similarities and differences in educators' and students'… [Direct]

Agbaria, Ayman K. (2018). Israeli Education and the Apartheid in South Africa: Ongoing Insights. Intercultural Education, v29 n2 p218-235. Focusing on education policy and politics in Israel, this essay examines how ethnic segregation is established and sheds light on the latest curricular developments that place a heavy emphasis on Jewish identity. The first part of the paper underscores the rising influence of the radical right in Israel and it's political theology. The second part presents the Apartheid education in South Africa. In doing so, this part underscores the roles of segregation and religion in establishing a justificatory system that legitimises racial superiority and presents Apartheid education as 'civilising' and 'modernising'. In the third part, the paper discusses how segregation and religious-ethnonationalism make up an apartheid-like reality in Israel, focusing on recent curricular policies. The final part presents concluding thoughts on racism and colonialism…. [Direct]

Niemann, Yolanda Flores; S√°nchez, Nydia C. (2015). Perceptions about the Role of Race in the Job Acquisition Process: At the Nexus of Attributional Ambiguity and Aversive Racism in Technology and Engineering Education. Journal of Technology Education, v27 n1 p41-55 Fall. This study explored the role of race in the negative job acquisition outcomes of African American graduates of a federally funded multi-institution doctoral training program. Because the credentials of African American graduates were similar, equal to, and/or, in some cases, exceeded those of their white peers, qualifications were ruled out as contributing to negative job outcomes. Further examination indicated that among the likely factors accounting for job acquisition outcomes were: tokenism; aversive racism; microaggressions; and inadequate professional development for graduates entering a White-male-dominated field. Recommendations for practice suggest amending graduate programming to include anticipatory socialization relative to being a member of a historically underrepresented group in the field, and mentorship that can help diffuse the impacts of tokenism and facilitate career success in academia…. [PDF]

Horsford, Sonya Douglass (2017). A Race to the Top from the Bottom of the Well? The Paradox of Race and U.S. Education Reform. Educational Forum, v81 n2 p136-147. This article explores the paradox of "race" and U.S. education reform in the 21st century. I consider how the invisible ontology of race and its entangled relationship with class divert our attention from economic inequality and undermine policies intended to redress racial inequality in schools. I conclude that the education research community must unpack its use of "race" and focus on the role of racism in the maintenance of racial caste in America's schools…. [Direct]

Omar Diaz (2023). A Critical Race Analysis of the Lived Experiences of Latino Male Student Affairs Professionals in Higher Education. ProQuest LLC, D.Clin.Psy. Dissertation, The Chicago School of Professional Psychology. This critical phenomenological study aims to analyze the lived experiences of Latino male student affairs (SA) professionals considered early to mid-career at predominantly White institutions (PWIs). Three research questions guide the study: 1) How do Latino male SA professionals in higher education describe their leadership experiences at PWIs? 2)Why are there so few Latino males in SA? 3)What strategies benefit institutions looking to recruit and retain Latino male SA professionals within PWIs? This study applies a critical phenomenological approach analyzed via critical race theory's tenets to answer these questions. Six participants, all Latino male SA professionals, served as the sample for this research. Data was collected through semi-structured interviews via a phenomenological method with the tenets of critical race theory as the hermeneutic for thematic analysis, revealing seven themes: 1) student affairs work, 2) self-identifying as Latino and its accompanying experiences,… [Direct]

Ashley Mathews (2024). An Exploratory Study on the Impact of Cultural Identity Racial Affinity Groups on Self-Esteem, Self-Efficacy, and School Belonging among Black Elementary School Youth. ProQuest LLC, D.S.W. Dissertation, Southern Connecticut State University. Black youth in America must overcome many systematic obstacles to function successfully in American society. Racist social views and racist structures significantly impact Black youth's access to equitable education and resources and lead to disparate educational outcomes. One intervention that may help protect school age Black youth from the impact of racism is racial affinity groups. Racial affinity groups are successful spaces for discussing concepts unique to a group's shared experiences. An 8-session racial affinity group with fourteen Black second-grade participants was the pilot intervention used in this study. A mixed-method research design was used to evaluate this intervention. The dependent variables included self-esteem, self-efficacy, and school belonging. Student questionnaires, parent and teacher focus groups provided data which was assessed to determine the intervention's impact. The quantitative data illustrated modest and inconclusive results. Self-esteem was the… [Direct]

Filippone, Anne; Filling-Brown, Michelle; Gebauer, Richie; Gordon, Maya; Groves, Laura; Mace, Darryl; Smith, Courtney; Watterson, Nancy (2022). Theory to Practice: Applying the Best Practices Model (BPM) for Living-Learning Communities at Cabrini University. Journal of College and University Student Housing, v48 n2 p30-53. Learning community programs, like many other forms of higher education, are at risk from the effects of financial constraints, systemic racism, and pressures from outside constituents that are forcing institutional leaders to face difficult decisions that result in cutting budgets and closing programs. During these tumultuous times, learning community programs should not only be retained, but also expanded and improved to align with best practices in order to create inclusive campuses, strengthen community, increase students' sense of belonging, and foster faculty-student relationships. This intentional approach will result in higher student retention, satisfaction, and persistence rates. In 2018, Inkelas and colleagues developed the Best Practices Model (BPM), which presents a pyramid of what they call the "building blocks" of a successful living-learning community program. The purpose of this paper is to provide an application of this model to a well-established,… [Direct]

Grinage, Justin (2019). Endless Mourning: Racial Melancholia, Black Grief, and the Transformative Possibilities for Racial Justice in Education. Harvard Educational Review, v89 n2 p227-250 Sum. In this article, Justin Grinage investigates how black youth experience and contest racial trauma using racial melancholia, a psychoanalytic conception of grief, as a framework for understanding the nonpathologized endurance of black resistance to racism. Examining data from a yearlong ethnographic study, Grinage engages the notion that melancholia is needed for mourning to take place, a crucial distinction that engenders agency in relation to the constant (re)production of racial oppression in the lives of five black twelfth-grade students at a multiracial suburban US high school. Grinage illustrates how racial melancholia structures racial trauma and analyzes its effects on black identity, dismissing pathologizing definitions of racial injury while centralizing the importance of asset-based, healing-centered approaches for enacting racial justice in education…. [Direct]

Harper, Frances K. (2019). A Qualitative Metasynthesis of Teaching Mathematics for Social Justice in Action: Pitfalls and Promises of Practice. Journal for Research in Mathematics Education, v50 n3 p268-310 May. Mathematics classrooms are increasingly becoming sites for investigating social (in)justice, but research on teaching mathematics for social justice remains limited to individual case studies. This article reports on a metasynthesis of 35 qualitative reports of social justice mathematics enactments in diverse classroom contexts. Critical race theory serves as a guiding framework for analyzing possibilities and limitations of these enactments to address racial inequities in mathematics education. Findings from this metasynthesis reveal that addressing race in social justice mathematics explorations provided opportunities for centering the voices of people of Color and critiquing liberal views that camouflage subtle forms of racism and involved substantial and authentic mathematical work. Promising practices and implications for future research are identified based on this synthesis…. [Direct]

Garcia, Nichole M.; L√≥pez, Nancy; V√©lez, Ver√≥nica N. (2018). QuantCrit: Rectifying Quantitative Methods through Critical Race Theory. Race, Ethnicity and Education, v21 n2 p149-157. Critical race theory (CRT) in education centers, examines, and seeks to transform the relationship that undergirds race, racism, and power. CRT scholars have applied a critical race framework to advance research methodologies, namely qualitative interventions. Informed by this work, and 15 years later, this article reconsiders the possibilities of CRT applications to quantitative methodologies through "QuantCrit." We ask the question: "Can quantitative methods, long critiqued for their inability to capture the nuance of everyday experience, support and further a critical race agenda in educational research?" We provide an abbreviated sketch of some of the key tenets of CRT and the enduring interdisciplinary contributions in race and quantitative studies. Second, we examine the legacy and genealogy of "QuantCrit" traditions across the disciplines to uncover a rich lineage of methodological possibilities for disrupting racism in research. We argue that… [Direct]

Comeaux, Eddie; Cruz, Nelly A.; Grummert, Sara E. (2021). Strategies of Resistance among Racially Minoritized Students at a Hispanic-Serving Institution: A Critical Race Theory Perspective. Journal of Higher Education, v92 n3 p465-498. Employing critical race theory and a student resistance framework, this study qualitatively explored how minoritized college students view and interpret their racialized experiences in academic settings at a Hispanic-serving institution (HSI) and what strategies they have employed to manage and respond to the campus racial climate. Drawn from seven focus groups and eight in-depth interviews, the findings demonstrate that the studied campus promoted racial diversity but failed to facilitate the processes and practices to achieve the educational benefits of a diverse college campus. Study participants were keenly aware of the campus racial climate and encountered racism in a variety of forms. They strategically relied on informal networks for support and collective well-being and also engaged in subtle and creative strategies of resistance. The article includes recommendations for creating equitable, safe, productive environments for racially minoritized students at HSIs and elsewhere…. [Direct]

Eden, Max (2021). The Best Way to "Ban" Critical Race Theory: Prohibiting Promotion Rather than Inclusion or Compulsion. American Enterprise Institute In the first half of 2021, 26 states introduced–and 12 passed–bills colloquially labeled "critical race theory (CRT) bans." The bills introduced to date can be grouped into three categories: prohibitions against compulsion, against inclusion, and against promotion. The prohibition against promoting CRT, first introduced in the North Carolina legislature, strikes the best balance between addressing parents' concerns about indoctrination without posing any risk of substantive curriculum imposition. This report is an exercise in constructive criticism for lawmakers who intend to thoughtfully draft or revisit legislation addressing the state-sponsored racism of CRT pedagogy. The author begins by outlining three principles that animate this analysis. The author then provides some criticism of bills introduced to date, offers a typology for understanding the varieties of bills proposed, and argues for the most constructive path legislators could take…. [PDF]

Hodge, Emily M.; L√≥pez, Francesca A.; Rosenberg, Joshua M. (2023). "We Don't Teach Critical Race Theory Here": A Sentiment Analysis of K-12 School and District Social Media Statements. Peabody Journal of Education, v98 n5 p533-547. Conservative activism around the purported influence of Critical Race Theory (CRT) on K-12 education has swept the country in recent years. While others have documented the sources of these messages, how school districts have responded to these critiques has not yet been investigated. Drawing on research on how social media algorithms elevate polarizing information and activate emotions, we analyze public social media posts on school/district Facebook pages mentioning the phrase "critical race" to examine how educators address the claim of teaching CRT and how the local community responds. We use sentiment analysis to examine the emotions of these posts and how they are distributed across states. We also explore the sentiment of subsequent community reactions reflected in the comments of each post, including negative emotions such as anger and fear, and positive emotions such as trust. This study has implications for how school districts can help to stop cycles of fearful… [Direct]

Migliarini, Valentina; Stinson, Chelsea (2021). A Disability Critical Race Theory Solidarity Approach to Transform Pedagogy and Classroom Culture in TESOL. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v55 n3 p708-718 Sep. Until very recently, ability and whiteness as relational systems have been uninterrogated by TESOL research, policy, practice, and teacher education. Consequently, monolingual teachers often use students' proximity to whiteness and nondisabled status as a metric for ascertaining their ability or belonging in certain language learning spaces. Similarly, English language teachers' uncritical and unsupported engagement with policy and professional learning around race and whiteness contributes to the unwarranted subjection of multilingual students to the special education referral process. In this contribution, we aim to analyze the nuances of ableism and racism in the field of TESOL, and offer TESOL educators practical examples to dismantle it. Drawing from the critical intersectional framework of DisCrit, this contribution presents two DisCrit solidarity-oriented practical examples for the language classroom: cultural reciprocity and translanguaging. We argue that these support TESOL… [Direct]

Joseph-Salisbury, Remi (2021). Teacher Perspectives on the Presence of Police Officers in English Secondary Schools: A Critical Race Theory Analysis. Race, Ethnicity and Education, v24 n4 p578-595. In the context of a racialized moral panic around serious youth violence, we have seen a resurgence of calls to increase the presence of police in English schools in recent years. As well as a lack of popular and political opposition, there is a dearth of critical academic consideration of the placement of police in schools, and even less from a Critical Race Theory perspective. Given that teachers' perspectives are relatively absent from academic and popular debates, this paper draws upon data from semi-structured interviews with 24 secondary school teachers. In doing so, the paper argues that an increased police presence in school will impact negatively upon learning environments, create a culture of low expectations, criminalize young people, and feed a "school-to-prison pipeline." Noting that racially minoritized students will be affected most harshly, the article provides empirical evidence to warn against the presence of police in schools…. [Direct]

Terra N. Hall; Terri Massie-Burrell (2025). More than Colleagues: Disrupting Anti-Blackness and Promoting Well-Being through Black Women's Workplace Friendships. Journal of Education Human Resources, v43 n1 p202-222. Anti-Blackness in the academy has the potential to negatively impact relationships between Black Women, which can ultimately influence Black women's retention and career advancement. Through an analysis of existing theories, including workplace friendships, Black feminist thought, and critical race theory, the authors first interrogate how anti-Blackness operates to harm Black women's workplace relationships and then illuminate how Black women student affairs administrators (BWSAAs) disrupt anti-Blackness and resist toxicity and systemic oppression by cultivating and sustaining positive Black women's workplace friendships. BWSAAs and those who supervise, serve with, support, and advocate for them will gain knowledge to help bolster BWSAAs' well-being, retention, and career advancement…. [Direct]

Alexandra Allweiss; Anne-Lise Halvorsen; Scott Farver (2023). Writing a Love Letter to Educators in the Wake of Anti-CRT Efforts. Curriculum and Teaching Dialogue, v25 n1-2 p69-86. This conceptual essay explores three "moments" related to our collective efforts as white teacher educators to respond to proposed anti-critical race theory legislation in Michigan. These moments made visible institutional tensions and limits related to taking a stand against racist policies. We explore how we might obstruct flows of power in our roles as faculty through our institutional, teaching, and curriculum engagements…. [Direct]

Sablan, Jenna R. (2019). Can You Really Measure That? Combining Critical Race Theory and Quantitative Methods. American Educational Research Journal, v56 n1 p178-203 Feb. Critical race theory (CRT) has been used in educational literature to emphasize the influence of racism on educational opportunity and the assets of students of color. Quantitative methods appear antithetical to CRT tenets according to some, but this article endeavors to show why this is not the case, based on both historical and contemporary notions. To build this argument, the author presents results from an empirical study that used data from a survey of undergraduates and measurement theory to quantify students' community cultural wealth, a CRT framework that describes the cultural assets of communities of color. The author concludes with recommendations for incorporating quantitative methods into future CRT studies…. [Direct]

Mensah, Felicia Moore (2019). Finding Voice and Passion: Critical Race Theory Methodology in Science Teacher Education. American Educational Research Journal, v56 n4 p1412-1456 Aug. This longitudinal case study utilizes critical race theory methodology to chronicle the journey of an African American female in science teacher education. The study looks at her educational history first as a young child and then how she navigates a contested, racialized predominantly White teacher education program, grows and develops in science education, and secures her first full-time teaching appointment as an elementary teacher. The implications for practice in both teacher education and science education show that educational and emotional support for teachers of color throughout their educational and professional journey is imperative to increasing and sustaining Black teachers. In addition, intersectionality foregrounds and adds to the complexity of understanding race, racism, and science in teacher education…. [Direct]

Honnacker, Ana; Kroll, Tobias A.; Townsend, Christopher (2021). Pragmatic Humanism in CSD Diversity Education: A Conceptual Framework to Engage Students across the Political and Cultural Spectrum. Teaching and Learning in Communication Sciences & Disorders, v5 n3 Article 6. The purpose of this reflection on scholarly teaching is to outline the difficulties arising when critical race theory, in its misappropriated and popularized form that dominates current discourse, is deployed as the sole educational framework in CSD education. We wish to offer an alternative framework, pragmatic humanism. The latter is expounded as a paradigm that can reap the benefits of critical race theory without succumbing to the absolutist claims of its popularized variant. It will be argued that pragmatic humanism is a useful framework for diversity teachers in CSD who are faced with an overwhelmingly White, conservative student body that may be reluctant to accept the realities of racism…. [PDF]

Benikia Kressler; Calli Lewis Chiu; Debra Cote; Donna Sayman; Mandy E. Lusk (2022). "Does This Mean I Am Racist, Distrust, or Dislike People of Color?" A DisCrit Qualitative Study of Implicit Bias among Preservice and Practicing Special Educators. Issues in Teacher Education, v31 n1 p6-34 Spr. It is critical that educators learn about the concept of implicit bias and contemplate any unconscious biases they may hold since Black students disproportionately experience punitive school disciplinary consequences and placement into programs for students with disabilities. Greenwald and colleagues' early (1998) research on implicit association established a foundation and framework for a tremendous amount of research related to teachers' implicit associations and students' educational pathways. The current study is framed on a foundation of social justice as it applies to special education through the combined lens of Disability Studies and Critical Race Theory known as Disability Critical Race Theory. The theory provides a framework that can be used to help preservice teachers make sense of the complex intersection of race and perceptions of ability. This qualitative study examined how preservice and practicing special educators acknowledge and reflect on implicit biases they may… [PDF]

Busey, Christopher L.; Dowie-Chin, Tianna; Duncan, Kristen E. (2023). Critical What What? A Theoretical Systematic Review of 15 Years of Critical Race Theory Research in Social Studies Education, 2004-2019. Review of Educational Research, v93 n3 p412-453 Jun. Since its introduction as an analytic and theoretical tool for the examination of racism in education, CRT scholarship has proliferated as the most visible critical theory of race in educational research. Whereas CRT's popularity can be viewed as a welcome sign, scholars continually caution against its misappropriation and overuse, which dilute its criticality. We draw from the cautionary ethos of this canon of literature as the impetus for examining CRT's terrain in social studies education research. Starting from Ladson-Billings's watershed edited CRT text on race and social studies in 2003, this study provides a comprehensive theoretical review of scholarly literature in the social studies education field pertinent to the nexus of CRT, racialized citizenship, and race(ism). To guide our review, we asked how social studies education scholars have defined and used CRT as an analytic and theoretical framework in social studies education research from 2004 to 2019, as well as how… [Direct]

Jacob P. Wong-Campbell (2025). Developing Antiracist Intelligence in Institutional Research: A Critical Content Analysis of AIR Forum Conference Programs, 2002-2023. Research in Higher Education, v66 n1 Article 2. Grounded in Quantitative Critical Race Theory (QuantCrit), this study utilizes Critical Content Analysis to examine how educational sessions at the Association for Institutional Research's annual conference, AIR Forum, have engaged issues of race and racism. On average, race was mentioned in just 6.2% of AIR Forum sessions annually, and only three sessions used the terms "racism" or "antiracism" between 2002 and 2023. Findings suggest there is a dearth of learning opportunities at AIR Forum explicitly aimed at countering racism in Institutional Research (IR). Implications for research and practice are shared to bolster the development of "antiracist intelligence" among IR professionals…. [Direct]

Angel M. Jones (2024). Self-Silencing as Protection: How the "Angry Black Woman" Stereotype Influences How Black Graduate Women Respond to Gendered-Racial Microaggressions. Equity & Excellence in Education, v57 n1 p47-61. This study examines how Black graduate women respond to gendered-racial microaggressions at a historically White institution. Using Critical Race Theory and Critical Race Feminism, this study also explores the social and psychological factors that contribute to their responses. Data suggest that participants' responses are influenced by stereotype threat and a fear of perpetuating the "angry Black woman" stereotype. Findings show that this fear caused participants to self-silence as a form of protection. Implications for practice and suggestions for future research are provided…. [Direct]

Tiffany R. Simmons (2024). Bridging Compliance Gaps: Training on Special Education Mandates in Carceral Spaces. ProQuest LLC, D.Ed. Dissertation, American University. This dissertation of practice delves into the critical examination of special education provision in adult correctional facilities, focusing on the systemic and compliance-related challenges that predominantly impact incarcerated Black males ages 18 to 21. Through the lenses of Critical Race Theory (CRT) and Disability Critical Race Theory (DisCrit), it investigates the compounded effects of systemic racism and ableism, highlighting the stark disparities in educational outcomes and the perpetuation of the prison-to-prison pipeline. The research employs a multifaceted methodology, including an analysis of legal frameworks and an intervention workshop aimed at enhancing the understanding and implementation of special education mandates among carceral staff. The findings reveal a deficit in the delivery of federally mandated educational supports within the carceral system, exacerbated by systemic inefficiencies. These deficiencies significantly contribute to increased recidivism rates… [Direct]

Irvin, Vanessa (2022). Questions Learned: Considering Geocultural Context within Public Librarian Professional Development. Education for Information, v38 n4 p389-412. LINQ: The Librarians' Inquiry Forum is a practitioner inquiry model for public librarian professional development whose theoretical foundations are based in New Literacy Studies, Critical Race Theory and social epistemology. This research explains the development of the LINQ methodology and design across four public librarian communities of practices situated in geoculturally-specific locations. Data from the librarian inquiry groups collaboratively researching their professional practice is illustrated to convey how the LINQ model's critical race theory lens is applied to expose geocultural barriers endemic in the library and information science (LIS) field. One dataset is analyzed and discussed to substantiate a common thread through the four inquiry groups over time: that when public librarians work collectively to ask critical questions about their practice, such questions learned, serve to center local cultural values that are geographically specific and unique, redefining what… [Direct]

Ga Young Chung (2024). "This Is What We Wanted to Learn": Anti-Racist and Anti-Colonial Education with 1st Gen Korean American Seniors in a Time of Asian Hate and Racialized Dread. Review of Education, Pedagogy & Cultural Studies, v46 n1 p118-134. In this paper, I explore the challenge and promise of developing an anti-racist and anti-colonial curriculum and pedagogy in a time of racialized dread. Drawing on my experience teaching a 10-week course on racial justice, delivered in the Korean language, to 1st generation Korean American seniors in the Southern United States. I explore how the group channeled their frustration, tension, and anger in the face of Asian hate into hope and a passion to learn about the history of race in the United States and the Asian American community. Through weekly lectures, counter-storytelling, and in-depth discussions, I learned of their desire to name the racialized dread arising from everyday racism. By employing Critical Race Theory and Asian Critical Theory, and centering the Ethnic Studies' liberatory approach to education, I demonstrate that the community's perceptions of race and racism are shaped at the intersection of U.S. imperialism, South Korea's transnational ideology of… [Direct]

Colak, F. Zehra; Nicaise, Ides; Van Praag, Lore (2023). 'Oh, This Is Really Great Work–Especially for a Turk': A Critical Race Theory Analysis of Turkish Belgian Students' Discrimination Experiences. Race, Ethnicity and Education, v26 n5 p623-641. Students of Turkish descent suffer various forms of discrimination in education in Flanders (the northern part of Belgium). Nevertheless, few studies have documented how these discrimination experiences are situated within structures of ethnic inequality in education. Adopting a critical race theory approach, experiences of Turkish Belgian university students were analysed to expose deficit assumptions towards ethnic minorities and push against inequity in education. The accounts of students show the exclusionary treatment they were exposed to despite the dominating discourses of colorblindness in education. Students' experiences with peers highlight the pervasiveness of racism that targeted ethnic minority students based on their ethnic and social class background. Lack of minority representation, ubiquitous microaggressions, and exclusionary curriculum shape students' experiences at university context and affirm White normativity. These findings highlight the urgency of challenging… [Direct]

Farag, Antony (2021). The Fear of Multiple Truths: On Teaching about Racism in a Predominantly White School. Phi Delta Kappan, v102 n5 p18-23 Feb. In a post-truth world, it is imperative for educators to help students sift through the various views of both historical and current events. Critical race theory (CRT), a controversial theoretical framework directly critiquing white supremacy and incorporating the histories of historically marginalized communities, is a useful tool for helping students develop their own understanding of history and the world. However, research shows that social studies educators of white students are unprepared to use CRT. Antony Farag shares his research into white teachers' use of CRT and describes what happened when his predominately white school attempted to launch an elective course build on critical race theory…. [Direct]

Kenneth J. Neat; Shawn Anthony Robinson (2024). The Reading Journey of Zion — A Case Study of Race in the Context of Special Education. Urban Education, v59 n8 p2332-2364. The reading trajectory of African Americans males within the PreK-12 special education system has been at the forefront of scholarship. This case study was to understand how Zion's misidentification may have influenced his reading experiences. The inequalities Zion encountered in Special Education are examined through the Critical Race Theory and DisCrit lens. The article is illuminating the racialized impact of special education practices and policies, analyzed through Zion's experiences of receiving services for an emotional/behavioral disability identification rather than receiving specific reading services and accommodations…. [Direct]

Christopher T. H. Liang; Devon Carter; Jennifer Freeman; Lee Kern; Matthew Fluharty; Rachel Gabrilowitz; Sarah A. Rosati; Vivian Mui (2024). A DisCrit Critique of Practices for Youth with or at Risk of Emotional and Behavioral Disorders. Journal of Emotional and Behavioral Disorders, v32 n1 p36-46. Disproportionality persists with regard to the labeling of students with emotional and behavioral disorders (EBD). A blending of critical race theory and disability studies, or DisCrit, provides a framework to examine disproportionality. In this article, a DisCrit mindset is applied to examine how racism and ableism intersect to disproportionately marginalize children of color. A critique of assessment practices, as well as the EBD definition, from a DisCrit perspective is offered to strengthen approaches for equity. We end with recommendations for educational practices and policies and suggest areas for future research…. [Direct] [Direct]

Deborah Appleman (2023). Critical Encounters in Secondary English: Teaching Literary Theory to Adolescents. Fourth Edition. Language and Literacy Series. Teachers College Press Grounded in solid theory with new field-tested classroom activities, the fourth edition of "Critical Encounters in Secondary English" continues to help teachers integrate the lenses of contemporary literary theory into practices that have always defined good pedagogy. The most significant change for this edition is the addition of a full chapter on critical race theory (CRT) as an analytical lens. CRT offers teachers fresh opportunities for interdisciplinary planning and teaching, as it lends itself to lessons that encompass a variety of disciplines such as history, sociology, psychology, and science. As with the previous edition, each chapter concludes with a list of suggested nonfiction pieces that work well for the particular lens under discussion. This popular text provides a comprehensive approach to incorporating nonfiction and informational texts into the literature classroom with new and revised classroom activities appropriate for today's students. Book Features:… [Direct]

Camacho, Tissyana C.; Chavira, Gabriela; Khachikian, Crist; L√≥pez, Isabel; Saetermoe, Carrie L.; Vasquez-Salgado, Yolanda (2023). "I Definitely Feel Like a Scientist": Exploring Science Identity Trajectories among Latinx Students in a Critical Race Theory-Informed Undergraduate Research Experience. Infant and Child Development, v32 n3 e2371 May-Jun. The current study investigated science identity development among Latinx university students selected for a critical race theory (CRT)-informed undergraduate research experience. Twenty students (12 female, 8 male; M[subscript age] = 22.00; SD = 2.77) enrolled in biomedical-related majors at a 4-year university responded to open-ended questions regarding their identity as scientists at 2 weeks, 6 months, and 18 months after they began the program. Results illustrated a steady increase in the number of students identifying as scientists over 18 months. At 2 weeks into the program, only 35% of Latinx students felt like a scientist. At 6 months, 45% of Latinx students identified as a scientist. At 18 months, 70% of Latinx students reported feeling like a scientist. Results also revealed variation in science identity trajectories, with four trajectories viewed in the data: (1) "consistent or fast achievement," (2) "gradual achievement," (3) "achievement… [Direct]

Lee, Jasmine A. (2018). Affirmation, Support, and Advocacy: Critical Race Theory and Academic Advising. NACADA Journal, v38 n1 p77-87. The research presented describes the unique challenges of students from historically marginalized communities, particularly Black students, attending predominantly White institutions. Challenges include overt and covert campus racism, daily microaggressions, and limited or no sense of belonging. How are these challenges exacerbated when a student's academic advisor is unable or unwilling to understand their daily experiences on a predominantly White campus? How can academic advisors work to affirm, support, and advocate for underrepresented students during their matriculation? Using critical race theory to improve practice for academic advisors, I call for advisors to gain and maintain a consciousness of the ways race and racism influence not only the experiences of students of color but also their relationships with academic professionals…. [PDF]

David Julius Ford Jr.; Estefanie Ceballo; LaShawn M. Adams; Linwood G. Vereen; Michael D. Hannon; Natalie Nieves (2024). Black People's Reasons for Becoming Professional Counselors: A Grounded Theory. Professional Counselor, v14 n2 p164-180. Drawing from the concepts of Critical Race Theory and the Theory of Nigrescence, we report the results of a grounded theory study to explain why a sample of 28 Black counselors chose their profession. Findings suggest that the contributors to this study were motivated to become counselors because of their inspiration to challenge cultural mandates (i.e., grounding motivator), to disrupt Black underrepresentation (i.e., secondary motivator), and to live out their personal and professional convictions (i.e., secondary motivator). Recommendations for counselor education, counseling practice, and counseling research are included…. [PDF]

Nissen, Jayson; Van Dusen, Ben (2020). Associations between Learning Assistants, Passing Introductory Physics, and Equity: A Quantitative Critical Race Theory Investigation. Physical Review Physics Education Research, v16 n1 Article 010117 Jan-Jun. Many science, technology, engineering, and math degrees require passing an introductory physics course. Physics courses often have high failure rates that disproportionately harm students who are historically and continually marginalized by racism, sexism, and classism. We examined the associations between learning assistant (LA) supported courses and equity in nonpassing grades [i.e., drop, fail, or withdrawal (DFW)] in introductory physics courses. The data used in the study came from 2312 students in 41 sections of introductory physics courses at a regional Hispanic serving institution. We developed hierarchical generalized linear models of student DFW rates that accounted for gender, race, first-generation status, and LA-supported instruction. We used a quantitative critical race theory (QuantCrit) perspective focused on the role of hegemonic power structures in perpetuating inequitable student outcomes. Our QuantCrit perspective informed our research questions, methods, and… [Direct]

Chong, Kyle L.; Orr, Sheila M. (2023). Toward an Antiracist Pedagogy of Humanizing Co-Creatorship in Teacher Education. Educational Forum, v87 n3 p162-176. In this conceptual essay, we weave concepts of critical race theory, joy, [anti-]disciplinarity, and humanization toward a critique of the disciplinary organization of teacher preparation program curricula through what we term a pedagogy of humanizing co-creatorship. In this essay, we seek to position disciplinarity as needed, but find that antiracist practices, such as the centering of joy and humanization, are even more ethically fundamental to creating culturally sustaining early-career teachers…. [Direct]

Debby Shulsky; Ren√©e E. Lastrapes; Sheila Baker (2023). Making Sense of the Message: The Perceptions and Impact of State Legislation That Challenges the Teaching of Hard History. Curriculum and Teaching Dialogue, v25 n1-2 p87-114. In December 2021, Texas lawmakers passed a bill related to the national debate and politicization of critical race theory (CRT). Texas Senate Bill 3 seemingly limits the teaching of "sensitive" topics. These perceived limitations may present challenges for social studies teachers in the state. This study examines the knowledge and perspectives of social studies educators regarding Texas SB 3 and its impact on Texas 6-12 social studies teachers' classroom pedagogy…. [Direct]

Antonio J. Castro; Mary Adu-Gyamfi; Yeji Kim (2023). Racial and Cultural Pedagogies in Education: A Retrospective. Curriculum and Teaching Dialogue, v25 n1-2 p33-49. This article traces the development of three theoretical ideas related to race and culture in education within the last 25 years: culturally relevant and sustaining pedagogies, critical race theory, and racial literacies. The review highlights key innovations related to curriculum and instruction, as well as identifies persistent challenges to inclusive teaching. The authors hope this retrospective will allow opportunities to reconsider and recommit efforts toward promoting a more just and equitable world amidst turbulent times…. [Direct]